Research on the Improvement of Rural Teachers’ Survival Circumstance in Absolute Poverty-stricken Areas [深度贫困地区乡村教师生存境遇改善研究], Principles of Education, Southwest University, Beibei District, Chongqing, China 2019.

  • 2018年教育部联合国务院扶贫办印发了《深度贫困地区教育脱贫攻坚实施方案(2018-2020年)》(以下简称>方案<),方案进一步聚焦深度贫困地区的教育扶贫,力图用三年时间确保深度贫困地区如期完成>发展教育脱贫一批<任务。其中明确提出要加强乡村教师队伍建设,特别强调了>三区三州<乡村教师生活补助政策的落实,达到稳定和吸引优秀人才长期在乡村学校任教目的。尽管国家大力保障贫困地区乡村教师生存,但深度贫困地区的乡村教师在物质需要、精神需要及职业需要等生存境遇方面仍存在亟需解决的问题。本研究基于深度贫困地区乡村教师生存境遇的问题,选取了云南省怒江傈僳族自治州(以下简称>怒江州<)的贫困且是多民族聚居的F县为调研点。乡村教师对乡村教育的发展起着重要作用,云南省怒江州乡村教师生存境遇直接关系该州乡村教育的稳步发展。本文对怒江州F县乡村教师进行观察与深度访谈,借鉴弗洛姆对人的生存境遇的理论探讨,根据弗洛姆对人的生存需要分类,从调研实际出发,归纳概括为物质需要、精神需要、职业需要三方面以分析乡村教师生存需要。具体内容包括工资福利、住房交通、婚姻与工作、身体健康、工作压力、职业成就感、社会地位等七维度。在访谈与观察中发现,乡村教师在生存需要上依然存在问题亟待解决,且生存矛盾逐渐凸显。首先,深度贫困地区乡村教师的物质条件还比较差;其次,深度贫困地区乡村教师精神需要尚未满足;第三,深度贫困地区乡村教师职业选择自由缺失。此外,生存需要不满足导致了深度贫困地区乡村教师的生存矛盾问题凸显:工资待遇与当地公务员存在较大差距、福利津贴仍待进一步改善、身心健康尚未得到足够关注;在工作、社会地位、自我提升方面,当地的教师编制仍沿用旧时编制造成乡村教师工作负担重,且职称评聘尚未充分提升教师积极性,乡村教师社会地位较低等现象。以及工作时间长、工作负担重,教学压力大等问题依旧存在。另外,部分乡村教师存在职业成就感较低、自我意识比较弱、自我认同感不足等问题。弗洛姆认为要满足人的生存需要及解决人的生存困境,需要从人在生物学上的弱点、人>历史的二歧<和人>生存的二歧<三方面分析,回归到社会、经济、文化三者对人生存境遇的影响进行阐释。因此,本研究通过对怒江州地理环境的观察,傈僳族作为主体民族的民族历史文化追溯,怒江州乡村教师自我意识的探究,分析影响深度贫困地区乡村教师生存境遇的因素:第一,作为深度贫困地区的怒江州,其恶劣的自然地理环境、缓慢发展的经济环境影响乡村教师物质需要包括生存条件、工资福利等的满足;第二,多民族聚居地的民族文化环境影响乡村教师精神需要的获得;第三,长期处于封闭环境导致怒江州乡村教师自我意识弱,自我更新、自我提升等认识不够。以上诸多原因共同影响了乡村教师的生存境遇。基于以上对怒江州乡村教师生存境遇存在问题与影响因素的分析,本文提出改善深度贫困地区乡村教师生存境遇的措施:首先,加强政策倾斜。从政策、制度层面提供保障,保障乡村教师应有权益。其次,促进深度贫困地区文化建设。建设乡村文化、吸纳民族优秀传统文化,丰富乡村教师的工作与生活。第三,给予经济支持。努力缩小乡村教师与当地公务员的工资差距,并适当增加乡村教师福利。此外,给予深度贫困地区乡村教师爱的关注,积极促进乡村教师建立与他人、与外部环境联系,以提升乡村教师自我意识。最后,深度贫困地区的乡村学校在管理中应加强对教师的人文关怀。
  • In 2018, the Ministry of Education and the State Council Office of Poverty Alleviation issued the >Implementation Plan for Poverty Alleviation in Poverty-stricken Areas (2018-2020)< (hereinafter referred to as the >Program<). The program further focused on education poverty alleviation in deep poverty areas, and tried to ensure it in three years. Deep poverty-stricken areas completed the task of developing education to get rid of poverty as scheduled. Among them, it is clearly proposed to strengthen the construction of rural teachers, especially the implementation of the >three districts and three states< rural teachers’ living subsidy policy, to achieve stability and attract outstanding talents to teach in rural schools for a long time. There are some problems that need to be solved in terms of material needs, spiritual needs and occupational needs, although the government has implemented measures to protect the rural teachers in poverty-stricken areas. Based on the problem of rural teachers’ survival situation in deep poverty-stricken areas, this paper selects F County of Yunnan Nujiang Yi Autonomous Prefecture (hereinafter referred to as Nujiang State) as the research point, and F County is a typical poverty-stricken county and multi-ethnic county. Rural teachers play an important role in the development of rural education. The survival situation of rural teachers in Nujiang Prefecture of Yunnan Province is directly related to the steady development of rural education in the state. This paper conducts observations and in-depth interviews with rural teachers in F County of Nujiang Prefecture, draws on Fromm’s theoretical discussion on the living conditions of human beings, and classifies according to Fromm’s survival needs. From the actual research, it is summarized as material needs and spirit. Needs and occupations need three aspects to analyze the survival needs of rural teachers. The specific content includes wages and benefits, housing transportation, marriage and work, physical health, work stress, professional achievement, and social status. In interviews and observations, it is found that rural teachers still have problems in their survival needs, and the contradiction of survival has gradually become prominent. First of all, the material conditions of rural teachers in deep poverty areas are still relatively poor. Secondly, the spiritual needs of rural teachers in deep poverty areas have not been met. Third, the lack of free choice of rural teachers in deep poverty areas. In addition, the survival needs are not satisfied, which leads to the contradiction of the survival of rural teachers in deep poverty areas: the wages and salaries are far from the local civil servants, the welfare allowances are still to be further improved, and the physical and mental health has not received enough attention; at work, social status, self in terms of promotion, the local teacher establishment still uses the old time to compile the burden of rural teachers, and the title evaluation has not fully improved the enthusiasm of teachers, and the rural teachers have lower social status. Problems such as long working hours, heavy workload, and high teaching pressure still exist. In addition, some rural teachers have problems such as low professional achievement, weak self-awareness, and insufficient self-identity. Fromm believes that in order to meet people’s survival needs and solve people’s survival dilemma, it is necessary to analyze from the biological weaknesses, the >history of the two differences< and the >two differences< of human existence, returning to society, the economic and cultural aspects explain the impact of people’s living conditions. Therefore, this study traces the geographical environment of Nujiang Prefecture, traces the national history and culture of the Yi nationality as a main ethnic group, explores the self-awareness of rural teachers in Nujiang Prefecture, and analyzes the factors affecting the living conditions of rural teachers in deep poverty areas: as a deep poverty-stricken area Nujiang Prefecture, its poor natural geographical environment affects the material needs of rural teachers, including the living conditions, the satisfaction of wages and welfare; the national cultural environment of multi-ethnic settlements affect the spiritual needs of rural teachers; the long-term closed environment leads to the self-awareness of rural teachers in Nujiang Prefecture weak, lacking of self-awareness and many other reasons which have affected the living conditions of rural teachers. Based on the above-mentioned many problems in the survival situation of rural teachers in Nujiang Prefecture, this paper proposes measures to improve the living conditions of rural teachers in deep poverty areas: first, strengthen policy inclination to provide protection from the policy and institutional levels to ensure that rural teachers’ rights and interests. Second, promote cultural construction in areas of deep poverty. We will build rural culture, absorb the fine traditional culture of the nation, and enrich the work and life of rural teachers. Third, give financial support. To strive to narrow the wage gap between rural teachers and local civil servants, and appropriately increase the welfare of rural teachers. Finally, pay attention to the love of rural teachers in deep poverty areas, actively promotes the establishment of rural teachers’ relationship with others, and strengthens the humanistic care for rural teachers in school management. [Author's translation]

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Metadaten
Author:Xuemei Yao
Document Type:Dissertations
Language:Chinese
Year of first Publication:2019
Release Date:2022/05/04
Format:no download and copy possible
IdNo:Yao_Xuemei_2019
Writings about Erich Fromm (Secondary Literature):Dissertations / Dissertationen
Erich Fromm's Library and Erich Fromm Archive:Dissertations / Dissertationen
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