乡村文化视域下的乡村教师社会地位研究
发布时间：2019-06-20 23:17
【摘要】：随着城市化的快速推进,在城乡文化的互动中,城市文化日益强势,乡村文化日益被挤压。在这一过程中,乡村教师社会地位明显下降,从传统乡村中的知识精英,变成了现代乡村社区中的边缘人与弱势群体。乡村教师群体社会地位下降引起了广泛的关注,本文从文化变迁的角度切入,在乡村文化逐渐边缘化和乡村价值体系缺位的背景下解读乡村教师社会地位的衰落。研究方法为文献资料分析和深度访谈。访谈对象为同一所乡村学校不同年代的乡村教师以及周边村民。深度访谈为本研究提供了乡村教师社会地位变迁及其原因和机制的丰富材料。自20世纪80年代以来,乡村教师社会地位明显下降。具体表现为经济地位低、社会声望低、社会资本薄弱、向上流动渠道狭窄。从乡村文化的重要传承者变成了乡村社区的边缘人。这造成了乡村教师师资流失和职业倦怠的后果,不利于乡村教育质量的提高。基于乡村文化变迁的视角,乡村传统文化衰落、城市文化的冲击,不良文化的蔓延、乡村价值体系的变迁是造成乡村教师社会地位下降的影响因素。乡村文化影响乡村教师社会地位的机制如下:乡村教育逐渐脱离乡土,现代城市教育导向占据着明显的优势地位,乡村教师的影响逐渐弱化;乡村传统文化的衰落导致乡村社会对于乡村教师作为文化传承者功能的需求减弱;在城市文化的影响下,城乡文化关系更像是单项输出而非良性互动,乡村教师在城乡教育体系中走向边缘化;乡村价值体系的缺位,导致不良文化蔓延乡村,尊师重教的传统风气受到削弱,乡村教师在乡村社区之中的声望和话语权下降;在市场化的浪潮下,乡村价值观念的经济取向日益明显,社会地位维度中经济资本所占比重越来越大,农民企业家与技术型农民工的社会地位跃升,乡村教育观念走向弱化,乡村教师社会地位相对下降。乡村教师社会地位的下降,不利于乡村教育的提升,也不利于乡村文化的进步。这种境况亟需改善。在乡村教师作为乡村知识分子的社会地位重塑过程中,乡村文化建设不可缺位。具体说来,避免农村教育过度城市化倾向,倡导农村教育中乡土性的回归;引导乡村教师更多参与到新农村公共文化建设中去,在社会参与中得到村民的认可与支持,提高在农村社区中的社会声望;通过乡村价值体系重建,回归尊师重教的优良风气。
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G525.1
本文编号：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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G525.1
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