师范生乡村从教意愿调查分析与提升策略
1. 温州大学, 教育学院(教师教育学院), 浙江温州 325035
2. 北京师范大学南湖附属学校, 浙江嘉兴 314001
| 摘 要： | 乡村振兴战略是党的重大决策和部署，乡村振兴的战略支撑是教育振兴，教育振兴则依靠人才振兴。在乡村振兴的背景下，鼓励基础教育人才选择乡村从教是当前国家关注的重点。本文采用问卷调查和半结构访谈的方法对W大学小学教育专业在读师范生的乡村从教意愿进行调查。总体来说，当前师范生具有就业倾向一边倒、乡村从教不积极、服务意识较弱、吃苦品质待培养、职业生涯规划不充分、就业形势不了解、乡村实践经验少、就业期望落差大、工作内容不了解、工作政策不关心的问题。此外，工作稳定性、工资收入、工作环境、社会舆论、专业喜爱程度和择业信心会对师范生乡村从教意愿产生正向影响。基于此，本文从个人、高校、政府三个角度提出师范生乡村从教医院的提升策略：个人树立正确观念，充分发挥主观能动，高校创新培养模式，鼓励学生扎根基层，政府发挥宏观调控，改善乡村从教条件。 |
| 关 键 词： | 师范生; 从教意愿; 乡村教育 |
| DOI： | 10.57237/j.ssrf.2022.02.002 |
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收稿日期: 2022-10-25
接受日期: 2022-11-18
在线出版日期: 2022-12-15
Pre-service Teachers’ Willingness of Teaching in Rural Areas
1. College of Education, Wenzhou University, Wenzhou 325035, China
2. Nanhu Affiliated School of Beijing Normal University, Jiaxing 314001, China
| Abstract: | The strategic support of rural revitalization is the revitalization of education, and the revitalization of education depends on the revitalization of talents. In this study, questionnaire survey and semi-structured interview were used to investigate pre-service teachers’ willingness of teaching in rural areas. In general, there are some problems, such as pre-service teachers have one-sided employment tendency, not active willingness of teaching in rural areas, weak service consciousness, low quality of hardship, insufficient career planning, incomplete understanding of employment situation, rural less practice experience, employment expectation gap, incomplete understanding of work content, less care about work policies. In addition, job stability, salary, working environment, public opinion, professional preference and career choice confidence have a positive impact on pre-service teachers’ willingness of teaching in rural areas. Based on this, this paper put forward the promotion strategies of pre-service teachers’ willingness of teaching in rural areas from the perspectives of individuals, universities and the government. Individuals should establish correct ideas and give full play to their subjective initiative. Universities should innovate their training models and encourage students to take root at the grassroots level. The government should exert macro-control to improve rural education conditions. |
| Keywords: | Pre-service Teachers; Willingness of Teaching; Education in Rural Areas |
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