A Field Study On The Professional Life Of Rural Preschool Teachers

The professional life state of rural preschool teachers is the embodiment of teachers' professional development level,and its quality is more directly related to the physical and mental development of rural children.In recent years,the country has paid more and more attention to rural education,and the group of rural preschool teachers has gradually received more attention,which also puts forward higher requirements for teachers' literacy.What is the state of professional life of rural preschool teachers? Why is this happening? These questions deserve our consideration and deep study.Based on the critical theory of daily life,this study defines the category of teachers' professional life —— teachers' professional life and daily life characteristics are different,should not belong to the category of daily life,but a kind of non-daily life.After sorting out the professional life category of teachers,we can examine the professional life state of rural preschool teachers.For the purpose of deeply excavating the professional life state of rural preschool teachers,the author takes L county as a field investigation point,and uses in-depth interviews,participatory observation,physical collection and other ways to carry out field investigation on the professional life state of rural preschool teachers.The main findings are as follows:The professional life of rural preschool teachers generally presents a state of alienation,mainly reflected in the following aspects.First of all,teachers' professional view is based on survival orientation.Teachers are forced to work in the state,in the work of the formation of greater pressure,and thus gradually formed to individual survival for the purpose of professional outlook;secondly,teaching is dominated by repetitive thinking.Teachers rely on the original experience and low-level thinking to carry out teaching activities,personal consciousness is relatively absent;moreover,learning is too practical.The process of teachers' learning floats on the surface,the acquisition of knowledge is fragmented,and the enthusiasm of theoretical learning is not high;finally,teachers' leisure life and professional life are almost separated.Teachers' leisure life is full of entertainment,and their autonomy in carrying out professional activities is low.On the whole,the professional life of rural preschool teachers presents the breath of daily life,which is far from the expected professional life state.The professional life of rural preschool teachers is alienated into daily life,which is rooted in the shaping of daily time and space.On the one hand,the rural space productivity is insufficient,which makes the professional life of rural preschool teachers stay at the survival level:Firstly,low social status of rural preschool teachers makes teachers' professional life reform ability is insufficient;secondly,the role conflict between work and family,so that preschool teachers lose the motivation and opportunity to improve their professional life;thirdly,the working environment of kindergartens is too loose,so that teachers lose the thrust of improving their professional life.On the other hand,the imbalance of professional life rhythm of rural preschool teachers leads to the mechanical and monotonous professional life of rural preschool teachers.Teachers' discipline in the rhythm of others is constantly rigid,so that professional life is deeply troubled,so that teachers' professional life into a process of mechanical repetition;teachers in leisure life self-paced entertainment is full of entertainment,lack of professional life input and precipitation,resulting in teachers' professional life monotonous,poor.At the end of the paper,some suggestions are put forward to reconstruct the professional life of rural preschool teachers,hoping to awaken the awareness of rural preschool teachers to review and improve their professional life state.