城镇化进程中农村教师精神生活的田野考察

【作者】 唐开福；

【导师】 李政涛；

【作者基本信息】 华东师范大学 ， 教育学原理， 2014， 博士

【摘要】 精神生活是人全面发展与人的城镇化的本质要求,它能够提升人的生存境界,赋予人以生活的意义和价值关怀。每个时代的人,在其所从事的社会实践活动中,总是希望追求同他们那个时代物质生活相一致甚至超越那一时代的精神生活,以满足自身发展的需要。农村教师作为实现城乡教育一体化的重要资源之一,他们的精神生活质量不仅影响着其个人的发展,同样影响着农村学生、农村教育以及农村社区居民的生命成长。本文旨在全面了解田野点的政治、经济和文化的大背景下,通过对农村教师、在校学生、学生家长以及教师亲属等进行观察、访谈以及问卷调查,尝试勾勒出城镇化进程中农村教师精神生活的变迁图景与可能缺失,同时深入探讨问题产生的内外因素与解决路径。通过田野研究,本文得出如下结论：结论一,精神生活对农村教师个体的生命成长和职业发展具有多方面、多层次的价值和意义。具体表现在：第一,有助于拓展农村教师对教育范畴的认识；第二,对于教师教学方法的选择、教学风格的形成、教学智慧的养成乃至教师专业发展具有重要意义；第三,为农村教师个体发展提供方向和注入动力。结论二,高层次的精神生活能够促进农村教师队伍素质的提高,有助于推进教师从“职业道德”向“个体道德”回归,并最终向更高层次的“公共道德”跃升,从而有效推动城乡教育一体化发展。结论三,农村教师的精神生活与农村少年儿童个体生命成长和命运走向息息相关,高层次的教师精神生活是一种强大的教育力量,能够引领农村学生、农村居民的精神生命健康成长。结论四,当前农村教师个体之间的精神生活存在较大差异。不同类型的精神生活之间各有特点,但并不完全排斥,彼此之间存在着一些交叉,只是某一类型中的某一主导因素表现得更为突出。此外,当前农村教师的精神生活还存在一些缺失,如生命立场缺乏和主体性的缺失、公共性隐退和情感的变异、价值体系缺失与生活意义的失落。结论五,当前城乡社会发展失衡、农村教育价值取向冲突、大众传媒和城市消费主义文化影响、教师政策缺陷以及个体化社会带来的公共生活瓦解以及极端个人主义是造成农村教师精神生活现实境遇的外部因素,而农村教师自身素质的参差不齐则是造成他们各自精神生活类型差异的主观原因。为了进一步提高农村教师精神生活层次,丰富农村教师精神生命的内涵,不断推进城乡教育一体化发展,更好的为城镇化进程中“人的城镇化”服务,必须从农村教育制度、学校管理思想以及教师个体等维度着手改革和完善,构建出一套基于当前中国农村教育实情的教师精神生活之系统理论。更多还原

【Abstract】 Spiritual life is the essential requirement of all-around development and urbanization of human beings, it can promote human’s existence state, endow human with life meaning and value concern. Each era in their social practice activities, people always make effort to pursue their spiritual life which is consistent with material life of the era for satisfying their demands of self-development.As the most important resource to achieve integration of urban and rural education, the quality of rural school teachers’ spiritual life affects not only their self-development, but also rural education, life growth of rural students and rural community residents. By virtue of the participant observation, in-depth interviews, a questionnaire survey and other research methods, and with the understanding of the field politics, economy and culture, this dissertation observed and interviewed rural school teachers, students, parents and teachers’relatives, tried to present the historical changes and the possible deficiencies of rural teachers’ spiritual life in the process of urbanization, while deeply explored the internal and external factors and solutions. In this dissertation, we draw the following conclusions:Conclusion1:The spiritual life has great value and significance for the life growth and professional development of teachers in rural areas. Embodied in four aspects:First, the spiritual life helps to expand the rural teachers’ understanding of educational categories; Second, teachers’ spiritual life is of great significance for their choice of teaching methods, the formation of teaching style and teaching tact, even teachers’ professional development; Third, the spiritual life provides direction for the development of individual teachers in rural area; Fourth, the spiritual life infuses driving force into the individual teachers’ development in rural area.Conclusion2:High level of spiritual life can contribute to improving the quality of teachers in rural areas, and contribute to the advancement of teachers returning from the "professional ethics" to "individual morality", and eventually jumping to a higher level of "public morals", thus contribute to effectively promoting the integration of urban and rural education development.Conclusion3:the spiritual life of teachers is closely related to the individual life growth and fate trends of children in rural area, high level of spiritual life is a kind of powerful education energy, which can guide the healthy growth of students’ and residents’ spirit.Conclusion4:At present, there is a big difference between individual teachers on spiritual life of in rural areas. Different types of spiritual life have their own characteristics, not entirely excluded. There are some intersects among them, but the dominant factor is more prominent in a certain type. In addition, the current spiritual life of rural teachers still has some deficiencies, such as the lack of faith and missing the meaning of life, such as the lack of life stance and the loss of subjectivity, the retreat of publicity and the variation of emotion, the absence of value system and the loss of life meaning.Conclusion5:The current imbalance of social development between urban and rural areas, the value orientation of market economy, the influence of mass media and urban consumerism culture, the collapse of public life and extreme individualism caused by individualized society, the defects of current teacher policies, these are the external factors which caused the realistic situation of rural school teachers’ spiritual life, but the uneven quality of rural teachers themselves is the subjective reason for explaining the different types of spiritual life.In order to further improve the level of spiritual life of rural school teachers, enrich the connotation of their spiritual life, and constantly promote the integration of urban and rural education development, we must begin to reform and improve from dimensions of rural education system, school management theories and individual teachers, build a set of systems of teachers spiritual life based on the current rural education reality in China.更多还原