乡村教师归属感缺失问题研究

A Study of the Lack of Sense of Belonging among Rural Teachers

摘要: “十四五”时期，农村社会的发展重点从“脱贫攻坚”转移到了“乡村振兴”，教育在乡村振兴中起着举足轻重的作用。而乡村教师作为教育人才，具有教书育人的独特价值，可以通过塑造“新乡贤”这一新的时代角色，为乡村振兴作出贡献。为进一步促进乡村教育的发展，国家在政策扶持方面，以“乡村振兴”、“乡村师资队伍建设”为核心，制定了一系列有利于“留住”乡村教师的政策。然而，在实际执行中，由于欠缺对乡村教育本来面貌和实际需要的考虑，导致乡村教师归属感提升不力，乡村教师队伍建设的阻力也随之增强。因此，本研究聚焦于乡村教师的归属感缺失问题，对其归属感较弱的表现及原因进行分析，以归属感的建立过程为依据，从乡村教师归属感的认知阶段、肯定阶段和同化阶段出发，提出相应的对策，从而逐渐使乡村教师的失衡心理得到平衡，对其生存境遇进行改善，最终实现对乡村教师归属感的重塑。

Abstract: During the 14th Five-Year Plan period, the development focus on rural society has shifted from “poverty alleviation” to “rural revitalization”, and education plays a pivotal role in rural revitalization. Rural teachers, as educators, have the unique value of teaching and educating people and can contribute to rural revitalization by shaping the role of “new township sages” in this new era. In order to further promote the development of rural education, China has formulated a series of policies that are conducive to the “retention” of rural teachers, with “rural revitalization” and “construction of rural teachers” as the core of policy support. However, in actual implementation, the lack of consideration of the original appearance and actual needs of rural education has led to the ineffective promotion of rural teachers’ sense of belonging, and the resistance to the construction of the rural teaching force has also increased. Therefore, this study focuses on the lack of rural teachers’ sense of belonging, analyzes the manifestations and causes of their weak sense of belonging, and proposes corresponding countermeasures based on the process of establishing the sense of belonging, starting from the cognitive stage, affirmative stage and assimilation stage of rural teachers’ sense of belonging, so as to gradually balance the imbalance of the rural teachers’ psychology, improve their living situation, and ultimately realize the remodeling of rural teachers’ sense of belonging.