扎根理论视角下小学全科教师教育情怀的结构初探

The Preliminary Studies on the Structure of Educational Feelings of General Teachers in Primary School from the Perspective of the Grounded Theory

摘要: 教育情怀是当代小学全科教师的核心素养之一。基于扎根理论研究视角，对30名小学全科教师进行了访谈，利用Nvivo 11.0质性分析软件对访谈内容编码分析，初步建构小学全科教师教育情怀的结构。结果显示，小学全科教师的教育情怀包含仁爱、认同、坚守三个核心成分，分为关爱学生、职业责任、职业价值、追求发展等10个子类。依据此多维结构，小学全科教师应注重情感引导，以仁爱化情怀；根植乡土情结，以认同化情怀；加深理想信念，以坚守化情怀。

Abstract: Educational feelings are one of the core qualities of contemporary primary school teachers. Based on the perspective of grounded theory, 30 general teachers in primary school were interviewed. Nvivo 11.0 qualitative analysis software was used to encode and analyze the interview content to initially construct the structure of these primary schoolteachers’ educational feelings. The results showed that the educational feelings of primary school teachers consist of three core components: benevolence, identity and persistence. These components were divided into 10 subcategories: caring for students, professional responsibility, professional value and pursuit of development, etc. According to this multidimensional structure, primary school teachers should pay attention to emotional guidance with benevolence, rooting in local complex with identify, deepening ideals and beliefs with persistence.