During The Social Transformation Of Rural Teachers Identity Research

Since Reform and Opening-up, our society has entered a social transformation period. With the entry of market economy and overall infiltration of urbanization, consumer culture characterized by symbol consumption is quickly spreading even in the remote countryside of our country under the effect of mass media. Profound changes, with regard to the aspects of macro-view, middle-view and micro-view, have taken place in the life and work of rural teachers who are living in a rural environment. In a country society different from the traditional concept, rural education and urban education are gradually homogenized. In such an environment. rural teachers begin to feel nervous and worried, the deep-rooted problems of identification have gradually come about thereupon.Education is the basis of the long-term strategy, while education is based on teachers. Rural teachers are the backbone of rural education, therefore the instability of rural teachers is bound to have influence on the development of rural education. By means of participatory observation, interview and questionnaire, this thesis will investigate into the status quo of the current rural teachers by experiencing life and teaching of rural teachers at first hand. Through this survey, the author found out that the current rural teachers have a strong sense of relative deprivation and psychological disequilibrium, and that the teaching staff is unstable. As a governmental cadre, they are actually the weak within this system, for their professional and social status cannot gain recognition. As a member in such a rural environment, they are kept away from the countryside by and by, as a result, acquaintances are turned into outlanders, becoming an exception in the rural areas finally; based on subsistence ethics of consumption identification and urbanization, the degree of the improvement of rural teachers in each aspect far lags behind urban teachers and civil servants, thus becoming the poor in the rural areas.According to what has been analyzed above, the conclusion can be naturally drawn that the current problems of rural teachers lie in deep-seated problems such as crisis of identification of rural teachers rather than superficial problems of quantity and quality. During the social transformation period, rural teachers encountered crisis of self-identification and the other's. With regard to this, the author suggests that crisis of identification of rural teachers be resolved from three aspects, that is, national policy, rural construction and rural education revolution, rural schools and rural teachers. Only by means of this can rural teachers positively build their own identity, thus realizing identification. Only rural teachers can identify with rural environment and culture that they are within and settle down in the countryside for work, thus stabilizing the teaching staff and making breakthroughs in rural education.