【作者】 赵莹莹；

【导师】 杨卫安；

【作者基本信息】 东北师范大学 ， 教育学原理， 2024， 硕士

【摘要】 乡村小规模学校作为乡村教育的“神经末梢”,具有底部攻坚的作用,能够保障乡村弱势儿童的教育权益,促进基础教育公平而有质量的发展。随着一系列政策的颁布,虽然乡村小规模学校整体状况有了很大的改善,但是在现实情况中,仍然存在教育质量不高的问题。教师作为教育的第一资源,对乡村小规模学校教育质量的提高以及学生的发展起着关键作用,需要对乡村小规模学校教师队伍进行持续的关注。目前,关于乡村小规模学校教师的相关研究趋于宏观化和普适化,缺乏对乡村小规模学校教师个体主观感受的关注,导致教师个体真实的工作体验被遮蔽。因此,本研究采用叙事研究的方式,从微观视角出发,以一所乡村小规模学校的三位教师为研究对象,通过深度访谈、现场观察、实物收集等方法获取资料,对三位教师的日常工作情况进行考查,探讨其在日常工作中存在的“忙”与“茫”的问题,既关注三位教师的个性差异,更关注共性问题,以期改善乡村小规模学校教师的精神面貌,促进乡村小规模学校教育质量的提高。除绪论外,本研究共分为四个部分:第一部分,介绍研究现场及三位教师的基本情况。首先,介绍了T校所处的S县和T乡的基本情况和教育情况。其次,介绍了T校的学校环境、教室、办公室、校长、同事关系以及家长的教育观念。最后,分别介绍了三位教师的成长背景、选择成为教师的原因以及当前的基本情况。第二部分,呈现三位教师“忙”与“茫”的工作状态。主要从工作时间的客观样态以及教师的主观体验两个方面呈现教师的“忙”;同时,从日常教学工作、日常管理工作以及专业发展三个方面探讨教师的“茫”。三位教师在日常工作中面临“忙”与“茫”的问题既有差异性,也有相似性。第三部分,探讨与分析三位教师“忙”与“茫”状态的影响及原因。首先,探讨了“忙”与“茫”对三位教师工作意义感、工作价值感以及工作热情的潜在影响。在此基础上,进一步分析了在持续的“忙”与“茫”状态下,可能会导致教师出现两种现实走向:“离开”或者“躺平”。其次,深入分析了三位教师“忙”与“茫”问题出现的原因,旨在为解决问题提供思路,以改善教师的工作状态。第四部分,基于原因分析提出相应建议,并进行反思。对于“忙”的问题,主要提出四点建议,分别为:教育行政部门转变评价方式,避免教师时间卷入;学校优化时间管理,重塑教师弹性自由时间;增强家长参与意识,还教师空闲时间;教师制定合适计划,提高时间管理能力。对于“茫”的问题,提出:社会层面应发展与纠偏,增加社会支持,提高教师的职业价值感;教育行政部门层面应统领与提高,强化政策保障,提高教师的职业幸福感;学校层面应引领与关怀,走内生发展道路,提高教师的职业归属感;教师自身应学习与内省,做自己主人,点燃信念之灯,提高自我效能感。更多还原

【Abstract】 As the "nerve endings" of rural education,rural small-scale schools play a key role in ensuring the right to education of disadvantaged children in rural areas and promoting the fair and quality development of basic education.With the promulgation of a series of policies,although rural small-scale schools have been greatly improved as a whole,in reality,there is still a problem of low quality of education.Teachers,as the first resource of education,play a key role in improving the quality of teaching quality as well as the development of students in rural small-scale schools,which requires continuous attention to small-scale rural teachers.At present,the research on teachers in rural small-scale schools tends to be macroscopic and generalized,and lacks attention to the subjective feelings of individual teachers in rural small-scale schools,which leads to the obscuring of the real work experience of individual teachers.Therefore,this study adopts a narrative research approach,starting from a micro perspective,and takes three teachers in small-scale rural schools as the research objects,through in-depth interviews,on-site observation,material collection and other methods to obtain information,and examines the daily work of the three teachers,and explore the problems of "busy" and "lost" they face in their daily work.It not only pays attention to the individual differences of the three teachers,but also pays more attention to the common problems,in order to improve the spiritual outlook of teachers in small-scale rural schools and promote the improvement of teaching quality in small-scale rural schools.In addition to the introduction,this study is divided into four parts:In the first part,the basic information about the study site and the three teachers was introduced.First,the basic information and educational situation of County S and Township T,where School T is located,are introduced.Second,the school environment,classrooms,principals,coworker relationships,and parents’ perceptions of education in School T were described.Finally,the background of the three teachers’ upbringing,the reasons why they chose to become teachers,and the current basic situation of each of them are presented.In the second part,the stories of the three rural small-scale school teachers’ "busy" and "lost" in their daily work are presented.Among them,the presentation of "busy" focuses on the objective patterns of working hours and subjective experiences;meanwhile,the teachers’ "lost" is explored from three aspects,namely,daily teaching work,daily management work and professional development.There are both differences and similarities among the three teachers in terms of the problems of "busyness" and "lost" they face in their daily work.The third part,explores and analyzes the impact of the three teachers’ states of "busy" and "lost" in the daily work as well as the reasons.First,the potential impact of the three teachers’ "busy" and "lost" states on their sense of meaning,value,and enthusiasm for work was explored.On this basis,it was further analyzed that under the continuous state of "busy" and "lost",the teachers might go to two extremes: "leaving" or "lying down".Secondly,the reasons for the "busy" and "lost" problems of the three teachers were analyzed in depth,with the aim of providing ideas to solve the problems in order to improve teachers’ working conditions and teaching quality.In the fourth part,based on the analysis of the causes,corresponding suggestions and reflections are made.For the problem of "busy",four main suggestions are put forward,namely: the education administration should change the evaluation method to avoid teachers’ time involvement;schools should optimize the time schedule to reshape the teachers’ flexible free time;parents’ awareness of education should be raised to give back the teachers’ free time;and suitable plans should be formulated to enhance the ability of self-time management.As for the problem of "lost",it is suggested that the social level should develop corrective measures,increase social support,and enhance the sense of value of the teaching profession;the education administration should be unified and improve teachers’ sense of professional well-being;the school level should be led and cared for to take the path of endogenous development and improve teachers’ sense of belonging;teachers themselves should learn and introspect,be their own masters,light the lamp of faith,and enhance their sense of self-efficacy.更多还原