CAJ | 학술논문

调研发现，广东省农村幼儿教师社会地位较低，主要表现在工资收入低、社会声望低、非专业人形象和专业自主权缺乏。幼儿教师社会地位较低的事实对广东省农村的幼儿教育已经产生了巨大的影响，如师资队伍不稳定、教师离职或转行、招不到优秀毕业生、教育质量较差等。重构幼儿教师身份是提高教师社会地位的必然诉求。基于社会分层理论，可以从三个维度重构幼儿教师身份：幼儿教师是自然人；幼儿教师是知识人；幼儿教师是专业人。三个维度，不可须臾相离，共筑农村幼儿教师社会地位。
조연발현，광동성농촌유인교사사회지위교저，주요표현재공자수입저、사회성망저、비전업인형상화전업자주권결핍。유인교사사회지위교저적사실대광동성농촌적유인교육이경산생료거대적영향，여사자대오불은정、교사리직혹전행、초불도우수필업생、교육질량교차등。중구유인교사신빈시제고교사사회지위적필연소구。기우사회분층이론，가이종삼개유도중구유인교사신빈：유인교사시자연인；유인교사시지식인；유인교사시전업인。삼개유도，불가수유상리，공축농촌유인교사사회지위。
Our survey found that in Guangdong province, the rural preschool teachers have a relatively low social status, mainly in low income, low social prestige, non-professional person image and the lack of professional autonomy. Indeed, the preschool teachers' low social status has produced a huge impact on preschool education, such as instability of teaching staff, changing occupation, no outstanding graduates, the lower education quality. Reconstruction of preschool teachers' identity is the inevitable demands of improving teachers' social status. Basing on the theory of social stratification, we propose three dimensions to reconstruct preschool teachers' identity, that is, preschool teachers are a natural person, man of knowledge and professionals. Each dimensions as an indivisible part of the whole, building the rural preschool teachers' social status.