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本研究深入乡村小学,了解乡村小学教师专业发展现状,揭示他们内心的幸福体验和困难诉求。研究采用了问卷调查方法,选取了浙江、河南、河北等地区的539名乡村小学教师作为研究对象。调查结果表明:乡村教师对人际环境和教学发展因素评价最高,对物质环境和科研发展因素的评价最低;工作环境对乡村教师专业发展有着积极的促进作用,专业发展又带动乡村教师职业幸福感的提升,职业幸福感最终成为乡材教师工作成就的推动力量。本研究分析了乡村教师的坚守与贡献以及面临的困境,总结了促进乡村教师专业发展的路径。
This study goes deep into rural primary schools to understand the current situation of rural primary school teachers’ professional development and reveal their inner happiness experiences and difficulties. The study used a questionnaire survey method, selected 539 primary school teachers in Zhejiang, Henan, Hebei and other regions as the research object. The survey results show that rural teachers have the highest evaluation of interpersonal environment and teaching development factors, and the lowest evaluation of material environment and scientific research development factors. The working environment has a positive role in promoting the professional development of rural teachers. The professional development of rural teachers promotes the happiness of rural teachers Promotion, professional well-being eventually became the driving force of the teacher’s achievements. This study analyzes the persistence and contribution of rural teachers and the difficulties they face, and summarizes the ways to promote the professional development of rural teachers.