“新生代”乡村幼儿教师身份认同困境与纾解——以黄石市Y幼儿园为例

The Identity Dilemma and Relief for “New Generation” Rural Preschool Teachers —Taking Y Kindergarten in Huangshi City as an Example

摘要: 文章探讨了新生代乡村幼儿教师身份认同的困境，并以黄石市Y幼儿园为例进行实证研究。通过访谈，发现该园新生代乡村幼儿教师在职业价值认知、社会支持、专业成长等方面存在身份认同困境。为纾解这些困境，文章提出加强政策扶持、完善培训体系、优化工作环境等策略，旨在提升新生代乡村幼儿教师的身份认同感，促进乡村学前教育事业的健康发展。

Abstract: This paper explores the identity dilemmas faced by the new generation of rural preschool teachers and conducts an empirical study taking Y Kindergarten in Huangshi City as an example. Through literature review, questionnaire surveys, and interviews, it is found that the new generation of rural preschool teachers encounters identity dilemmas in terms of professional value recognition, social support, and professional development. To alleviate these dilemmas, strategies such as strengthening policy support, improving the training system, and optimizing the working environment are proposed, aiming to enhance the identity recognition of the new generation of rural preschool teachers and promote the healthy development of rural preschool education.