中国电化教育

农村小学全科教师是乡村教师的重要补充,乡土情怀是影响农村小学全科教师扎根乡村的重要因素。该研究基于1369位职前农村小学全科教师的调查,通过理论建构与实证探究的双向互动,创新性提出“认知-认同-能力-使命-愿景”乡土情怀职前培育评价体系。研究表明, 88.2%农村小学全科教师乡土情怀职前培育达到良好及以上水平,绝大多数农村小学全科教师具备良好的乡土情感基础与职业认同,但仍存在性别、生源地、院校类型和报考动机等因素导致的培育差异。进一步通过回归分析发现,学校、家庭与社会三方面因素均对乡土情怀培育具有显著正向影响。研究为乡土情怀职前培育后续理论研究与实践改革提供参考,推动更多地方师范院校、政策制定者、社会力量关注农村小学全科教师的乡土情怀培育,从而真正实现农村小学全科教师“下得去、留得住、教得好”的目标,为乡村振兴提供坚实的人才支撑。

Rural primary school generalist teachers are an important supplement to rural teachers. Local sentiment is an important factor influencing the rooting of rural primary school generalist teachers in the countryside. Based on a questionnaire survey of 1369 prospective rural primary school generalist teachers, this study adopts quantitative analysis methods and conducts a two-way interaction of theoretical construction and empirical exploration to innovatively propose a “ cognition-identification-ability-mission-vision” evaluation system for the pre-service cultivation of rural primary school generalist teachers' local sentiment. The empirical research shows that the overall cultivation of local sentiment for rural primary school generalist teachers is at an upper-middle level at present. 88. 240% of the rural primary school generalist teachers have achieved a good or above level in the pre-service cultivation of their local sentiments. The vast majority of rural primary school generalist teachers have a good foundation of local emotions and professional identity, but there are still differences in cultivation caused by factors such as gender, place of origin, type of institution, and motivation for application. Further regression analysis reveals that factors from schools, families, and society all have a significant positive impact on the cultivation of local sentiment. This study provides a reference for subsequent theoretical research and practical reforms on the pre-service cultivation of local sentiment, and promotes more institutions of teacher education, policy makers, and social forces to pay attention to the cultivation of local sentiment for rural primary school generalist teachers, so as to truly achieve the goal of “willing to serve, capable of staying, and competent in teaching” for rural primary school generalist teachers, and providing solid talent support for rural revitalization.