| Rural teacher is the backbone of China’s basic education.It is also the first resource of rural education development.Education urbanization has intensified the urban mobility of teachers.In order to retain rural teachers,academic research and policy generally regard economic leverage as the breakthrough point.The economic man hypothesis who assumes the human nature of teachers to maximize their own interests by obtaining economic remuneration.It does not ignore the role of ecological environment and individual initiative.Does the loss of teachers mean that rural schools lose their appeal due to the accumulated disadvantages of remote location,inconvenient transportation and inadequate living facilities?Do all teachers want to escape remote rural schools? In practice,we find a negative answer.Y County,as a pioneer of education reform,has seen a small trend of excellent teachers remaining in rural schools.So is this phenomenon an individual educational sentiment or a cultural phenomenon with local characteristics? How happened? What effect does this phenomenon have on educational development?With such questions,the study makes a field investigation in Y County,trying to restore educational ecology of teachers’ work.How the educational ecology affects individual decisionmaking,and how the individual builds the ecological environment.To illustrate these questions,researchers have taken individual cases in depth.At the beginning,I contacted the staff of the education and Physical education Bureau of the county as the gatekeepers.According to the principle of targeted sampling,I choose the excellent teachers with the characteristics of regional influence and resource scarcity as cases.With the deepening of the study,combined with the snowball sampling strategy to further enrich the case of teachers,until the theoretical saturation.Finally,18 cases were selected for interviews and observation,and the collected data were analyzed and sorted out.Excellent teachers’ rural teaching is the result of the synchronic interaction between the diachronic track of individual teachers and the micro-educational ecology in the spatiotemporal interaction.According to the logic of "how to come to rural school","why to stay in rural school" and "what’s the effect after staying in rural school",teachers can be divided into three stages: "selection-acceptance","readjustment-adaptation" and "maintaining-construction".From the perspective of spatial dimension,the virtuous circle model of village teaching of excellent teachers is composed of the ecological explanation of teacher retention and the mechanism of teacher retention after retention,which provides the possibility to realize the relay retention from individual teachers to groups.The system,atmosphere,relationship between village and school,relationship between family and school,and relationship between colleagues in the micro-educational ecology are all the leading factors for teachers’ retention.The ecological factors in different systems influence teachers’ retention according to the direction of "macro-system-meso-system-micro-system".In order to maintain the dynamic balance of the micro-educational ecology,the teachers who stay on maintain and construct the ecological factors in each ecosystem according to the direction of "micro-systems-meso-macrosystem".The relationship between individual teachers and micro-educational ecology has been formed in the process.Excellent teachers who teaching in rural areas tend to assume the human nature of "social man" and "cultural man".While the "economic man","moral man" and "institutional man" implicit in the current policy are not fully covered.Therefore,in order to retain excellent teachers in rural schools,a comprehensive humanistic care system for teachers should be constructed from the perspective of ecosystem and in accordance with the principle of "the bottom is covered by macro policies and flexible policies in the middle",and teachers’ natural,social and spiritual attributes should be respected. |
PDF Full Text Request