摘要
本文以不同代际农村教师的口述史为资料源,围绕我国社会变迁的历史,以公共教育的内涵及乡村学校的变化为线索,勾勒了自1949年共和国成立以来五代乡村教师的社会功能、教育情怀、身份特征,以及他们与乡村的关系。他们分别经历了共和国革命、斗争、建设、经济发展等的时代主题,承担着现代国家和乡村连结的使命。与此同时,他们也追求植根于家庭和村落的"修齐平治"、耕读教育、学而优则仕的乡绅文化传统。但是,艰苦的自然条件、生计需要、个人的专业化压力、快速的城镇化进程等正在重塑乡村教师的身份特征,影响着当代乡村教师的稳定和工作动力,也改变了教师与农村社会的关系。
Based on the oral histories of several generations of rural teachers, the background of social change, the nature of public education as well as the transition of rural schools, this paper illustrates the social roles, educational expectations, i- dentity features and the connection to the community of five generations of rural teachers since the found of the People＇ s Republic of China. Those rural teachers experienced the time themes of the new nation, including the revolution, the class struggle, the construction time and the economic development. They held the mission of connecting the countryside to the modem nation. Meanwhile, those rural teachers deeply rooted in the local village and families. They believed in the spirit of ＂kin - qi - zhi - ping＂, the tradition of Geng Dou education as well as the ideal that a good scholar will make an official. However, tough natural conditions, livelihood needs, pressure of professionalization and the rapid process of urbanization are reshaping the identity features of the rural teachers group, affecting the stability and work motivation of the contemporary rural teacher, changing the relationship between rural teachers and local rural communities as well.
出处
《贵州师范大学学报（社会科学版）》
2016年第3期120-127,共8页
Journal of Guizhou Normal University(Social Sciences)
关键词
乡村教师
代际更迭
身份特征
公共教育
功能
rural teacher
intergenerational change
identity
public education
function
