“地方性”价值的回归：县域中小学教师身份认同危机的化解
The Return of “Local” Value: The Resolution of the Identity Crisis of County Primary and Middle School Teachers

教师教育者对自我身份的认同事关教师教育的质量。在超越城市与乡村二分法的研究逻辑的基础上以县域为研究视角对县域内中小学教师身份认同现状进行研究。发现当前县域处在结构化转型的艰难时期，乡土性的瓦解与重构在空间内不断发生。县域中小学教师由此表现出自我身份认同的迷失、他者身份认同的迷茫、身份认同构建的迷惑。通过“地方性”知识的学习，“地方性”课程的建设，实现教师“恋地情节”的培养能够帮助教师形成地方感与地方认同，从而化解县域中小学教师的身份认同危机。
The self-identity of teacher educators is related to the quality of teacher education. On the basis of the research logic beyond the dichotomy of urban and rural areas, this paper studies the status quo of the identity crisis of primary and secondary school teachers in counties from the perspective of county. It is found that the current county is in a difficult period of structural transformation, and the collapse and reconstruction of local character are constantly happening in the space. County elementary and middle school teachers thus show the loss of self-identity, the confusion of others identity, identity construction confusion. Through the study of “local” knowledge, the construction of “local” courses, and the cultivation of teachers’ “love of place”, they can help teachers form a sense of place and local identity, so as to resolve the identity crisis of county elementary and middle school teachers.