【摘要】 培养“下得去、留得住、教得好”的乡村教师是振兴乡村教育的着力点。探究乡村教师成长路径及影响因素、揭示乡村教师成长规律，对乡村教师队伍建设具有重要价值。基于生命历程理论，本研究通过分析六位乡村教师的自传，发现从童年求学、师范学习到工作发展，中国社会结构的转型是影响乡村教师选择扎根乡村的重要外界环境，生命中的重要他人是乡村教师选择扎根乡村的重要推手，个人主观能动性是影响乡村教师长期扎根乡村教育的内因。基于此，本研究提出三点建议：改善乡村教师的发展环境，保障教师职业发展的稳定性；优化乡村教师的培养模式，保障教师的本土化培养；培养乡村教师的发展韧性，保障教师的情感满足力。更多还原

【Abstract】 Cultivating rural teachers who can “go down, stay, and teach well” is the focus of revitalizing rural education. Exploring the growth path and influencing factors of rural teachers and revealing the growth laws of rural teachers are of great value to the construction of rural teacher teams. Based on the life course theory, this study analyzed the autobiographies of six rural teachers and found that from childhood schooling, normal school learning, to work development, the transformation of China’s social structure is an important external environment that affects rural teachers’ choice to take root in the countryside, the important others in life are an important driving force for rural teachers to take root in the countryside, and personal subjective initiative is the internal factor that affects rural teachers’ long-term rooting in rural education. Based on this, this study puts forward the following suggestions, including improving the development environment of rural teachers and ensuring the stability of teachers’ professional development; optimizing the training model of rural teachers and ensuring the localization of teachers’ training; and cultivating the development resilience of rural teachers and ensure the emotional satisfaction of teachers.更多还原