【摘要】对于自身所就职的行业，个体从内心对其表示热爱且认为其具有较高价值，这一心理被界定为是职业认同。[1]只有具备职业认同，教师才能汲取动力不断成长，积极学习各种专业理论知识，提高自身技能水平，在教育事业中更好的奉献自我。农村幼儿园教师若是养成职业认同感有利于助推中国的学前教育事业更高质量地发展。《幼儿教育改革与发展指导意见》中为教师指明了农村幼儿教育的前行之路，也对农村幼儿园教师享有的薪资待遇进一步调整。然而，就现阶段社会整体发展情况看，农村幼儿院教师仍处于社会底层，师资人员匮乏，农村幼儿院教师队伍的稳定性因此左右摇晃。所以，我们应把探析农村幼儿园教师职业认同感工作提上日程。本文把研究对象锁定为农村幼儿园教师，重点研究他们身上的职业认同感及相关影响要素，并针对性地提出适当的培养策略。本研究以浙江省农村幼儿园教师为研究对象，采取文献法、访谈法、问卷调查法来全方位探索农村幼儿园教师职业认同感。其中，问卷以职业自知性、职业动力感、职业获益感三个层面为突破点。通过研究得出，浙江省农村幼儿园教师职业认同感整体较好，其职业获益感最为显著，依次是职业动力感和职业自知性。与此同时，笔者对浙江省农村幼儿园教师职业认同感深度剖析找出其中问题。基于访谈法对农村幼儿园教师展开访谈活动，对影响教师职业认同感的相关要素研究。得出结果收入水平、社会地位、人际关系、工作压力等要素均会对农村幼儿园教师职业认同感产生作用。在把浙江省农村幼儿园教师职业认同感具体情况和相关影响要素明确后，分别从院所、教师个体、政府方向出发制定有利于浙江省农村幼儿园教师职业认同感增强的有效措施。【关键词】幼儿教师；农村幼儿园；职业认同感；现状；影响因素；培养策略AResearchontheCurrentSituationofRuralPreschoolTeachers’professionalIdentityanditstrainingstrategyAbstractFortheindustryinwhichtheywork,theindividuallovesitfromtheheartandconsidersittobeofhighvalue.Thispsychologyisdefinedasprofessionalidentity.[1]Onlywithprofessionalidentity,teacherscanabsorbmotivationtogrowcontinuously,activelylearnvariousprofessionaltheoreticalknowledge,improvetheirownskills,andbettercontributetotheeducationcause.Ifruralkindergartenteachersdevelopasenseofprofessionalidentity,itwillhelppromotethehigherqualitydevelopmentofChina'spreschooleducation.The"GuidingOpinionsontheReformandDevelopmentofEarlyChildhoodEducation"pointedoutthewayforwardforruralearlychildhoodeducationforteachers,andfurtheradjusted1thesalaryandbenefitsenjoyedbyruralkindergartenteachers.However,intermsoftheoverallsocialdevelopmentatthisstage,teachersinruralkindergartensarestillatthebottomofthesociety,andthereisashortageofteachers.Therefore,thestabilityoftheteacherteaminruralkindergartensisshaky.Therefore,weshouldputtheworkofexploringtheprofessionalidentityofruralkindergartenteachersontheagenda.Thisarticlelockstheresearchobjectasruralkindergartenteachers,focusesontheirprofessionalidentityandrelevantinfluencingfactors,andproposesappropriatetrainingstrategies.ThisresearchtakestheruralkindergartenteachersinZhejiangProvinceastheresearchobject,andadoptstheliteraturemethod,interviewmethod,andquestionnairesurveymethodtoexploretheprofessionalidentityofruralkindergartenteachersinanall-roundway.Amongthem,thequestionnaireisbasedonthreelevelsofprofessionalself-knowledge,professionalmotivation,andprofessionalbenefit.Throughresearch,itisconcludedthatZhejiangruralkindergartenteachershaveagoodoverallsenseofprofessionalidentity,andtheirsenseofprofessionalbenefitisthemostsignificant,followedbyprofessionalmotivationandprofessionalself-knowledge.Atthesametime,theauthordeeplyanalyzestheprofessionalidentityo...
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