|
| 构建“地方感”：乡村幼儿园教师队伍建设的情感地理逻辑 |
| Constructing “sense of place”:the emotional geographical logic of rural preschool teacher team construction |
| 投稿时间：2024-05-27 修订日期：2024-06-03 |
| DOI： |
| 中文关键词: 地方感 乡村教师队伍 地方依赖 地方依恋 地方认同 |
| 英文关键词: sense of place Rural teachers Local dependence Place attachment Local identity |
| 基金项目:2018年度国家社会科学(18XSH001) |
|
| 摘要点击次数: 55 |
| 全文下载次数: 0 |
| 中文摘要: |
| 地方感是乡村幼儿教师“引得来、留得住、教得好”的重要保障。从地方认同、地方依恋以及地方依赖三个维度构建地方感的分析框架,对H县15名乡村幼儿教师进行调查分析,结果表明:教师与地方之间缺乏情感联结,呈现出淡薄的地方感,主要表现为:乡土归属感不足、乡村文化认同感缺失、乡土疏离感强烈、乡村教育热情淡化。地方感作为乡村幼儿教师扎根乡村教育与厚植乡村教育情怀的根基,其重塑需要有效发挥各方合力,即培养积极个体空间,深化乡村幼儿教师的地方认同；营造和谐环境空间,增进乡村幼儿教师的地方依恋；建立健全政策空间,形塑乡村幼儿教师的地方依赖。 |
| 英文摘要: |
| The sense of place is an important guarantee for rural preschool teachers to “attract, retain and teach well”. The analysis framework of the sense of place was constructed from the three dimensions of local identity, local attachment and local dependence. The investigation and analysis of 15 rural preschool teachers in H County showed that there was a lack of emotional connection between teachers and the place and a weak sense of place, which was mainly manifested as the lack of local belonging, the lack of rural cultural identity, the strong sense of rural alienation, and the dilution of enthusiasm for rural education. As the foundation for rural preschool teachers to take root in rural education and deepen the feelings of rural education, the reconstruction of the sense of place needs to effectively exert the joint efforts of all parties, that is, cultivate positive individual space and deepen the local identity of rural preschool teachers. Build a harmonious environment space to enhance the rural preschool teachers" place attachment; Establish and perfect policy space to shape the local dependence of rural preschool teachers. |
|
View Fulltext
查看/发表评论 下载PDF阅读器 |
| 关闭 |
