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荣誉何以提升农村教师的地位认同? ——基于混合研究设计的分析
How Does Honor Promote the Status Identification of Rural Teachers?——A Mixed Methods Research Approach
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中文关键词农村教师  荣誉制度  地位认同  混合研究
英文关键词rural teachers  honor system  status identification  mixed methods research
基金项目国家社会科学基金2021年度教育学重大课题“乡村振兴和教育现代化背景下农村教育发展战略研究”(VGA210005)
作者单位
王 爽 东北师范大学 中国农村教育发展研究院 
刘善槐 东北师范大学 中国农村教育发展研究院 
中文摘要
      基于全国大规模实地调查数据,运用以“反事实”框架为理论基础的倾向值匹配法,估计荣誉称号对农村教师地位认同的影响,并结合半结构式访谈探究微观建构式荣誉对于农村教师地位认同的深层意义。结果表明:“证书式”“称号式”以及“头衔式”荣誉对于农村教师的地位认同并未充分发挥作用;而有综合奖励、获专业认可和受社会尊重的荣誉为提升农村教师地位认同提供了合理解释路径。为了提升农村教师的地位认同,应赋予荣誉多元象征意义,彰显荣誉的价值效用;构建“卓越+贡献”的荣誉体系,提升荣誉的专业认可度;营造尊师重教的社会氛围,激发教师的内生荣誉感。
英文摘要
      Based on the data from large-scale field surveys across the country, the study estimates the impact of honor title on the status identification of rural teachers by using the propensity score matching method based on the theory of counterfactual framework, and further explores the deep symbolic significance of honor for rural teachers through semi-structured interviews. The results show that the certificate of honor, the title of honor and the award name of honor don’t exert significant effects on the status identification of rural teachers, while the micro-structured honor, which is valuable, recognized and respected, puts forward a reasonable explanation path to the promotion of rural teachers’ status identification. In order to enhance rural teachers’ status identification, it is necessary to endow the honor system with multiple symbolic meanings to highlight the value and effectiveness of honor, to construct the honor system centered on contribution and excellence to enhance the professional recognition of honor, and to establish a people-oriented evaluation mechanism to arouse the endogenous sense of honor of teachers.







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