鄉(xiāng)村文化視域下的鄉(xiāng)村教師社會(huì)地位研究
發(fā)布時(shí)間：2019-06-20 23:17
【摘要】：隨著城市化的快速推進(jìn),在城鄉(xiāng)文化的互動(dòng)中,城市文化日益強(qiáng)勢(shì),鄉(xiāng)村文化日益被擠壓。在這一過程中,鄉(xiāng)村教師社會(huì)地位明顯下降,從傳統(tǒng)鄉(xiāng)村中的知識(shí)精英,變成了現(xiàn)代鄉(xiāng)村社區(qū)中的邊緣人與弱勢(shì)群體。鄉(xiāng)村教師群體社會(huì)地位下降引起了廣泛的關(guān)注,本文從文化變遷的角度切入,在鄉(xiāng)村文化逐漸邊緣化和鄉(xiāng)村價(jià)值體系缺位的背景下解讀鄉(xiāng)村教師社會(huì)地位的衰落。研究方法為文獻(xiàn)資料分析和深度訪談。訪談對(duì)象為同一所鄉(xiāng)村學(xué)校不同年代的鄉(xiāng)村教師以及周邊村民。深度訪談為本研究提供了鄉(xiāng)村教師社會(huì)地位變遷及其原因和機(jī)制的豐富材料。自20世紀(jì)80年代以來,鄉(xiāng)村教師社會(huì)地位明顯下降。具體表現(xiàn)為經(jīng)濟(jì)地位低、社會(huì)聲望低、社會(huì)資本薄弱、向上流動(dòng)渠道狹窄。從鄉(xiāng)村文化的重要傳承者變成了鄉(xiāng)村社區(qū)的邊緣人。這造成了鄉(xiāng)村教師師資流失和職業(yè)倦怠的后果,不利于鄉(xiāng)村教育質(zhì)量的提高�；卩l(xiāng)村文化變遷的視角,鄉(xiāng)村傳統(tǒng)文化衰落、城市文化的沖擊,不良文化的蔓延、鄉(xiāng)村價(jià)值體系的變遷是造成鄉(xiāng)村教師社會(huì)地位下降的影響因素。鄉(xiāng)村文化影響鄉(xiāng)村教師社會(huì)地位的機(jī)制如下:鄉(xiāng)村教育逐漸脫離鄉(xiāng)土,現(xiàn)代城市教育導(dǎo)向占據(jù)著明顯的優(yōu)勢(shì)地位,鄉(xiāng)村教師的影響逐漸弱化;鄉(xiāng)村傳統(tǒng)文化的衰落導(dǎo)致鄉(xiāng)村社會(huì)對(duì)于鄉(xiāng)村教師作為文化傳承者功能的需求減弱;在城市文化的影響下,城鄉(xiāng)文化關(guān)系更像是單項(xiàng)輸出而非良性互動(dòng),鄉(xiāng)村教師在城鄉(xiāng)教育體系中走向邊緣化;鄉(xiāng)村價(jià)值體系的缺位,導(dǎo)致不良文化蔓延鄉(xiāng)村,尊師重教的傳統(tǒng)風(fēng)氣受到削弱,鄉(xiāng)村教師在鄉(xiāng)村社區(qū)之中的聲望和話語權(quán)下降;在市場(chǎng)化的浪潮下,鄉(xiāng)村價(jià)值觀念的經(jīng)濟(jì)取向日益明顯,社會(huì)地位維度中經(jīng)濟(jì)資本所占比重越來越大,農(nóng)民企業(yè)家與技術(shù)型農(nóng)民工的社會(huì)地位躍升,鄉(xiāng)村教育觀念走向弱化,鄉(xiāng)村教師社會(huì)地位相對(duì)下降。鄉(xiāng)村教師社會(huì)地位的下降,不利于鄉(xiāng)村教育的提升,也不利于鄉(xiāng)村文化的進(jìn)步。這種境況亟需改善。在鄉(xiāng)村教師作為鄉(xiāng)村知識(shí)分子的社會(huì)地位重塑過程中,鄉(xiāng)村文化建設(shè)不可缺位。具體說來,避免農(nóng)村教育過度城市化傾向,倡導(dǎo)農(nóng)村教育中鄉(xiāng)土性的回歸;引導(dǎo)鄉(xiāng)村教師更多參與到新農(nóng)村公共文化建設(shè)中去,在社會(huì)參與中得到村民的認(rèn)可與支持,提高在農(nóng)村社區(qū)中的社會(huì)聲望;通過鄉(xiāng)村價(jià)值體系重建,回歸尊師重教的優(yōu)良風(fēng)氣。
[Abstract]:With the rapid development of urbanization, in the interaction between urban and rural culture, urban culture is becoming more and more strong, and rural culture is increasingly squeezed. In this process, the social status of rural teachers has obviously declined, from the intellectual elite in the traditional countryside to the marginal people and vulnerable groups in the modern rural community. The decline of the social status of rural teachers has attracted extensive attention. From the perspective of cultural changes, this paper interprets the decline of rural teachers' social status under the background of the gradual marginalization of rural culture and the absence of rural value system. The research methods are literature analysis and in-depth interview. The interviewees were rural teachers from different ages and surrounding villagers in the same rural school. In-depth interviews provide rich materials for the changes of rural teachers' social status and their causes and mechanisms. Since 1980 s, the social status of rural teachers has declined obviously. The concrete performance is that the economic status is low, the social prestige is low, the social capital is weak, and the upward flow channel is narrow. From the important inheritor of rural culture to the marginal people of rural community. This results in the loss of rural teachers and job burnout, which is not conducive to the improvement of the quality of rural education. Based on the perspective of rural cultural change, the decline of rural traditional culture, the impact of urban culture, the spread of bad culture and the change of rural value system are the influencing factors that cause the decline of rural teachers' social status. The mechanism of rural culture affecting the social status of rural teachers is as follows: rural education is gradually separated from the local land, the orientation of modern urban education occupies an obvious dominant position, and the influence of rural teachers is gradually weakened, the decline of rural traditional culture leads to the weakening of the demand of rural society for the function of rural teachers as cultural inheritors, and the decline of rural traditional culture leads to the weakening of the function of rural teachers as cultural inheritors. Under the influence of urban culture, the relationship between urban and rural culture is more like a single output than a benign interaction, rural teachers are marginalized in the urban and rural education system, the absence of rural value system leads to the spread of bad culture in rural areas, the traditional atmosphere of respecting teachers and teaching is weakened, and the reputation and voice of rural teachers in rural communities are declining. Under the tide of marketization, the economic orientation of rural values is becoming more and more obvious, the proportion of economic capital in the dimension of social status is increasing, the social status of peasant entrepreneurs and technical migrant workers has leapt, the concept of rural education is weakening, and the social status of rural teachers is relatively declining. The decline of rural teachers' social status is not conducive to the promotion of rural education, nor is it conducive to the progress of rural culture. This situation is in urgent need of improvement. In the process of reshaping the social status of rural teachers as rural intellectuals, the construction of rural culture is indispensable. Specifically, to avoid the tendency of excessive urbanization of rural education, advocate the return of local nature in rural education; guide rural teachers to participate more in the construction of new rural public culture, get the recognition and support of villagers in social participation, improve the social reputation in rural communities; through the reconstruction of rural value system, return to the fine atmosphere of respecting teachers and valuing education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G525.1
本文編號(hào)：2503593
[Abstract]:With the rapid development of urbanization, in the interaction between urban and rural culture, urban culture is becoming more and more strong, and rural culture is increasingly squeezed. In this process, the social status of rural teachers has obviously declined, from the intellectual elite in the traditional countryside to the marginal people and vulnerable groups in the modern rural community. The decline of the social status of rural teachers has attracted extensive attention. From the perspective of cultural changes, this paper interprets the decline of rural teachers' social status under the background of the gradual marginalization of rural culture and the absence of rural value system. The research methods are literature analysis and in-depth interview. The interviewees were rural teachers from different ages and surrounding villagers in the same rural school. In-depth interviews provide rich materials for the changes of rural teachers' social status and their causes and mechanisms. Since 1980 s, the social status of rural teachers has declined obviously. The concrete performance is that the economic status is low, the social prestige is low, the social capital is weak, and the upward flow channel is narrow. From the important inheritor of rural culture to the marginal people of rural community. This results in the loss of rural teachers and job burnout, which is not conducive to the improvement of the quality of rural education. Based on the perspective of rural cultural change, the decline of rural traditional culture, the impact of urban culture, the spread of bad culture and the change of rural value system are the influencing factors that cause the decline of rural teachers' social status. The mechanism of rural culture affecting the social status of rural teachers is as follows: rural education is gradually separated from the local land, the orientation of modern urban education occupies an obvious dominant position, and the influence of rural teachers is gradually weakened, the decline of rural traditional culture leads to the weakening of the demand of rural society for the function of rural teachers as cultural inheritors, and the decline of rural traditional culture leads to the weakening of the function of rural teachers as cultural inheritors. Under the influence of urban culture, the relationship between urban and rural culture is more like a single output than a benign interaction, rural teachers are marginalized in the urban and rural education system, the absence of rural value system leads to the spread of bad culture in rural areas, the traditional atmosphere of respecting teachers and teaching is weakened, and the reputation and voice of rural teachers in rural communities are declining. Under the tide of marketization, the economic orientation of rural values is becoming more and more obvious, the proportion of economic capital in the dimension of social status is increasing, the social status of peasant entrepreneurs and technical migrant workers has leapt, the concept of rural education is weakening, and the social status of rural teachers is relatively declining. The decline of rural teachers' social status is not conducive to the promotion of rural education, nor is it conducive to the progress of rural culture. This situation is in urgent need of improvement. In the process of reshaping the social status of rural teachers as rural intellectuals, the construction of rural culture is indispensable. Specifically, to avoid the tendency of excessive urbanization of rural education, advocate the return of local nature in rural education; guide rural teachers to participate more in the construction of new rural public culture, get the recognition and support of villagers in social participation, improve the social reputation in rural communities; through the reconstruction of rural value system, return to the fine atmosphere of respecting teachers and valuing education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G525.1
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