摘要
乡村教师是乡村人才振兴的关键。地方依恋是人与其生活环境之间的积极情感联系,乡村教师地方依恋研究对稳定乡村教师队伍、促进乡村繁荣发展具有重要意义。文章在构建由地方认知、地方认同和地方依赖三个维度构成的乡村教师地方依恋分析框架的基础上,对南县浪拔湖镇10所中小学的乡村教师进行抽样调查分析,结果表明:在乡村教师地方依恋的三个维度中,地方认同程度最高,地方依赖程度次之,地方认知程度最弱,即地方认同>地方依赖>地方认知;乡村教师的地方依恋可分为功能需求型、地方冷淡型、地方依恋型和情感认同型四种类型;乡村教师的地方依恋程度主要受婚姻状况、年龄、教龄、职称和月收入等因素的影响。
The rural teachers are the key to the revitalization of rural talents, and local attachment is the positive emotional connection between people and their living environment. The research on Rural Teachers’ local attachment is of great significance to the stability of rural teachers and the promotion of rural prosperity and development. Based on the analysis framework of rural teachers’ local attachment composed of three dimensions of local cognition, local identity and local dependence, this paper makes a sample survey and analysis of rural teachers in 10 primary and secondary schools in Langbahu Town, Nanxian County. The results show that among the three dimensions of rural teachers’ local attachment, the degree of local identity is the highest, followed by the degree of local dependence, The degree of local cognition is the weakest, that is, local identity, local dependence and local cognition. The local attachment of rural teachers can be divided into four types: functional demand type, local indifference type, local attachment type and emotional identity type.Rural teachers’ local attachment is mainly affected by marital status, age, teaching age, professional title and monthly income.
作者
杨立国
胡雅丽
Yang Liguo;Hu yali(College of Geography and Tourism,Hengyang Normal University,Hengyang Hunan 421002,China)
出处
《衡阳师范学院学报》
2022年第1期122-129,共8页
Journal of Hengyang Normal University
基金
湖南省教育科学“十三五”规划课题“湖南乡村教师地方依恋机制及提升策略”(XJK19BJC005)。
关键词
乡村教师
地方依恋
特征
影响因素
rural teacher
local attachment
characteristics
influencing factor
