The Professional Identity Research Of Rural Music Teachers In Primary And Secondary Schools

With the improvement of education level of our country, musical teachers play an irreplaceable role and are gradually accepted as specialized occupational groups. As a result, this growing trend means higher demand of specialization of musical teachers. Meanwhile, professional identity of musical teachers is a intrinsic motivation for the development of musical teachers majors. Active professional identity of musical teachers major could make great difference to the progress of musical teachers major and also boost education for all-round development and improve artistic appreciation. However, professional identity of musical teachers of primary and secondary schools in rural areas has been overlooked due to a variety of adverse factors such as inferior teaching environment in rural areas, evaluation system, value orientation of teachers, mutual support among colleagues, individual traits of musical teachers and students characteristic, although rural musical teachers of primary and secondary schools have become important group in terms of cultivating comprehensive qualities of students in rural areas. If the whole society let this situation go as it is, it could definitely exert negative influence on the development of specialization of rural musical teachers of primary and middle schools. Worse still, fundamental quality education and progress in rural areas could be severely limited. As a consequence, the education gap between cities and rural areas could be deepened and the enhancement of cultural quality of the whole country could not be accomplished.As a junior musical teacher, I have made a deep research and conducted a thorough survey on professional identification of musical teachers of primary and secondary schools in rural areas. Take some rural schools of Baoding city in Hebei Province for example, I also have some interviews and exchanges with local teachers, parents and students for six months concerning teaching pattern of music courses in rural areas, current situations of rural music education and teaching situations of rural musical teachers. According to these convincing facts and statistics, I generalize influence factors of professional identity of musical teachers of primary and secondary schools in rural areas and put forward some personal strategies and insights. More importantly, this project could contribute to the fact that people could have a better understanding of professional identity of musical teachers of primary and secondary schools in rural areas. It can also provide some effective guidance for quality education in rural areas and make some feasible suggestions about current education reform.