省属公费师范生乡土情怀培育的优化路径——基于广东省的调查-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Optimizing the Cultivation of Rural Sentiment among Provincial Government-Funded Normal Students:Evidence from Guangdong Province

作者:: 陈彩燕1; 2; 袁子京3; （1.广东第二师范学院学报编辑部，广东广州 510303；2.广东第二师范学院广东基础教育高质量发展研究中心，广东广州 510303；3.广东第二师范学院外国语言文化学院，广东广州 510800）

Author(s):: CHEN Caiyan1 2; YUAN Zijing3; (1.Journal Editorial Office,Guangdong University of Education,Guangzhou 510303,China;2.Guangdong Research Center for High-Quality Development of Basic Education,Guangdong University of Education,Guangzhou 510303,China;3.School Of International Studies,Guangdong University of Education,Guangzhou 510800,China)

Keywords:: government-funded normal students; rural sentiment; rural teachers; rural education

摘要:: 乡土情怀是乡村教师坚守乡村教育的精神支柱，省属公费师范生是未来乡村教师队伍的重要力量，在职前阶段厚植公费师范生乡土情怀，具有重要的意义。为此，选取广东省不同地区3所高校小学教育专业在读公费师范生作为调查对象，了解其乡土情怀的现状：在认知维度上，职业认知较为清晰，但乡土文化认知模糊；在情感维度上，乡土文化认同已具备基础，但职业信念感淡薄；在行为维度上，学习意愿较为积极，但实际能力有待提高。基于此，提出省属公费师范生乡土情怀培育的优化路径与努力方向：一是深化认知，加深公费师范生对乡土文化的了解；二是厚植情感,增强公费师范生的职业信念；三是践行行为,提升公费师范生的“适乡”职业能力。

Abstract:: Rural sentiment serves as the spiritual pillar that sustains rural teachers’ commitment to countryside education.As provincial government-sponsored normal university students constitute a crucial force in the future rural teaching workforce,fostering their rural sentiment during pre-service training holds significant importance.This study investigates current conditions through a survey of government-sponsored normal university students majoring in primary education across three institutions in Guangdong Province.Findings reveal:(1) At the cognitive level,while professional awareness is relatively clear,understanding of rural culture remains vague;(2) Emotionally,basic identification with rural culture exists,yet professional conviction remains weak;(3) Behaviorally,learning motivation appears positive,but practical competencies require improvement.Accordingly,this study proposes optimization pathways for cultivating rural sentiment:first,deepening cognition through enhanced understanding of rural culture;second,strengthening emotional attachment by reinforcing professional conviction;and third,translating into practice by improving rural-adapted professional competencies.