教育科学 ›› 2023, Vol. 39 ›› Issue (5): 90-96.

• 乡村教育振兴研究 • 上一篇    

论乡村教师对留守儿童的积极情感应答*

马多秀, 郭耀扬   

  1. 宝鸡文理学院 教育学院,陕西 宝鸡 721013
  • 出版日期:2023-09-20 发布日期:2024-01-04
  • 作者简介:马多秀(1974- ),女,陕西宝鸡人,宝鸡文理学院教育学院院长,陕西(高校)哲学社会科学重点研究基地西部农村教育发展协同创新中心主任,教授,教育学博士,硕士生导师,主要从事农村教育、德育原理研究;|郭耀扬(1999- ),女,河南新乡人,宝鸡文理学院教育学院科研助理,主要从事教师教育研究。
  • 基金资助:
    *2021年国家社科基金教育学一般项目“新时代乡村教师教育情怀及其培育研究”(BEA210117)

On the Positive Emotional Responses of Rural Teachers to Left-Behind Children

Ma Duoxiu, Guo Yaoyang   

  1. College of Education,Baoji University of Arts and Sciences,Baoji Shaanxi 721013,China
  • Online:2023-09-20 Published:2024-01-04

摘要:

留守儿童是当前我国快速城市化进程中产生的特殊群体。由于父母外出务工,留守儿童普遍亲情缺失,容易出现空虚、寂寞等消极情感。情感是个体生命质量的重要表征,促进留守儿童情感状态向良好方向发展是留守儿童教育不可忽视的维度。乡村教师具备留守儿童“父母替代者”的身份,在日常的教育教学过程中给予留守儿童关爱、呵护等积极的情感应答,能够满足留守儿童的情感需要,以及助推他们获得积极的情感力量和健康成长。但在实际教育中,要实现乡村教师对留守儿童做出积极情感应答的教育目标,面临着观念困境、素质困境和实践困境。因此,需要在三个方面做出努力:乡村教师要加强对政策文件的学习,树立正确的留守儿童教育观念;推进乡村教师专业发展,提升积极情感应答的专业水平;切实为乡村教师减负,保证关爱留守儿童的时间和精力。

关键词: 乡村教师, 留守儿童, 积极情感应答

Abstract:

Left-behind children are a special group created in the current rapid urbanization process in China. Due to their parents’migrant work,left-behind children generally lack family affection and are prone to negative emotions,such as emptiness and loneliness. Emotions are an important indicator of the quality of an individual’s life. Promoting the emotional state of left-behind children to develop in a good direction is a dimension that cannot be ignored in the education of left-behind children. Rural teachers have the status of “parent substitutes”for left-behind children. They provide positive emotional responses such as care and protection to left-behind children in the daily education and teaching process,which can meet the emotional needs of left-behind children and help them gain positive emotional strength and grow healthy. However,there are still conceptual dilemmas,quality dilemmas,and practical dilemmas in order to achieve the educational goal of rural teachers’positive emotional response to left-behind children. Therefore,efforts need to be made in three aspects: rural teachers should strengthen their study of policy documents and establish correct concepts of education for left-behind children;promote the professional development of rural teachers and improve the professional level of positive emotional responses;effectively reduce the burden on rural teachers,and ensure time and energy for caring for left-behind children.

Key words: rural teachers, left-behind children, positive emotional responses

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