天津市教科院学报2025，Vol.37Issue(6)：3-14,12.DOI:10.3969/j.issn.1671-2277.2025.06.001
激励缘何"符号化":乡村教师荣誉制度实践探究
Why Incentives Become"Symbolic":An Exploration of the Practice of the Rural Teacher Honor System
摘要
Abstract
The rural teacher honor system aims to achieve dual effects:internally enhancing rural teachers' self-awareness and self-identification,and externally elevating their social status and prestige.This approach seeks to alleviate the challenges of"difficulty in recruitment,reten-tion,and teaching effectiveness"faced by rural educators under the national education develop-ment strategy.Employing grounded theory methodology and utilizing NVivo 11.0 software,we co-ded interview data from 12 rural teachers to analyze the current implementation effectiveness of the rural teacher honor system.Findings reveal that the system's dependence on the professional title system undermines its independence and systematic integrity.Its symbolic significance has diminished while its instrumental value has become prominent.Compounded by various imple-mentation factors,the dynamic and long-term motivational impact of the system has been signifi-cantly weakened.This discrepancy between the intended(nominal)and actual(practical)effects of the honor system has gradually led its honorary functions into a practical predicament characterized by"symbolization.".关键词
乡村教师/荣誉制度/荣誉制度符号化Key words
rural teacher/honor system/the symbolization of honor system分类
社会科学引用本文复制引用
王晋,卢伟鑫..激励缘何"符号化":乡村教师荣誉制度实践探究[J].天津市教科院学报,2025,37(6):3-14,12.基金项目
2024年国家社科基金重大项目"高质量教育体系的内涵、比较与建设路径研究"(24&ZD177). （24&ZD177）
