A Study Of Current Situations And Countermeasures Of Teacher Identities In Rural Primary And Middle Schools

Hundred years’ policy is based on education, while the education policy is based on teachers. Therefore, there is no doubt that teachers’ development is indispensable for the sustainable development of national power. At present, Chinese urbanization development level is not high enough, and the national focus on basic education still relies on rural areas.In order to resolve short board of education development in China, we must improve the quality of rural education. And it is obvious that we shouldn’t ignore the important role of teachers in rural primary and secondary schools. As the backbone of rural education development in rural primary and secondary school teachers, their identity issues are concerned with the important issues of development in rural teachers, but current positive identity is not optimistic. Teachers’ identity including teachers of individuals for their own identity and internalization,includes social acceptance, which jointly forms a positive identity.The lack of positive identity in rural primary and middle school teachers can directly affect the stability of the teacher, the development of rural education, the health of millions of children in rural areas to grow, and even the construction of new Socialist countryside.Therefore, the identity of teachers in rural primary and secondary schools should be given high priority. This study is based on surveys on rural primary and middle schools in Hainan Province, which aims to understand the present identity of the teachers in rural primary and secondary schools to analyze the reality so as to put forward the corresponding countermeasures with a view to provide recommendations for positive identity of teachers in rural primary and secondary schools.This paper is divided into six parts.The first part is the introduction, which includes an overview of research on reason,research status, significance of the research and research methods.The first chapter is the theory and significance of Teachers’ Identity Theory in rural primary and secondary schools. The Teachers’ Identity Theory is a new research perspective,which gives a boundary to the teachers’ identity in rural schools. It can reveal the relationship between teachers’ self- and social. It is vital for teachers’ development to treat the problem about teachers’ identity.The second chapter is about present situation and problems of teachers’ identities in rural primary and secondary schools. Based on first-hand objective data collected from rural schools in Hainan province, the author finds that present teachers’ identities in rural primary and secondary schools has individual crisis, and the social is also very embarrassing at the same time after careful analysis. The problems in teachers’ identity should be highly payed close attention to.The third chapter is about reason analysis of the teachers’ identity. At social level, the problems are as follows: the contrast between teachers’ social expectations and their social status in rural elementary and middle schools; the capital conversion hinders that urban and rural II Yuan structure has on teachers’ system sex culture; and the restriction that wage level and treatment have on the teachers’ stable development in rural elementary and middle schools. At the rural environment level, the public resources and sports facilities are relatively backward, and there are many kinds of dialects, which are difficult to communicate, and there are many difficulties in marriage, birth, children’s education and so on. At teachers’ level, the problems are passive individual teaching motivation, values of city orientation and lack of rural local knowledge and professional experience in other industries and so on. These combined factors lead to teachers’ identity problems in rural primary and secondary schools.The fourth chapter is about the countermeasures and suggestions on how to improve teachers’ identity in rural primary and secondary schools. This paper explains this from two aspects. Firstly, the government should enact equal teachers’ system to create fair and harmonious atmosphere; strengthen students’ emotional connection in the countryside so as to improve students’ identity; actively carry out rural community activities, enrich teachers’ leisure life and carry out multi industry volunteer activities, increase the rural teachers’ professional experience. Secondly, rural primary and secondary school teachers should take the initiative to integrate into the rural, to construct the positive education values; enhance the professional ability and the adaptability of rural. We should improve rural teachers’ identitythrough the comprehensive efforts in these two major aspects.The fifth chapter is about conclusion, which includes summarization and core view refining of the whole paper.