The Study Of Teacher Acculturation After The Rural Middle School Consolidation

Rural school consolidation is of great significance to improve the quality of rural education,reasonableallocation of education resources,promote the balanced development of basic education,and realize educational equity.Since the middle and late period of 1990 s,the integration of rural schools has become the focus of basic education in China.After nearly 20 years' of continuous efforts,it has made great achievements and changed the fate of many rural children,but for the study of teacher's culture was lack.The General Officeofthe State Council issued the opinion on regulating the layout adjustment of rural compulsory education schools in September 2012,and emphasis that we should pay more attention to the follow-up in the consolidation of rural schools.This study attempts to merge the school as the research object,then try to analyze the situation of acculturation of teacher in case school and the factors which influence the cultural adaptation.The discussion on this problem will help teachers better carry out the work,to achieve the good development of the follow-up school.Based on combing related school consolidation and teacher cultural adaptation theory,this paper choses the D of Faku county in Liaoning province,most of the teachers come from the original merging schools,This paperinvestigates the teachers' acculturation adaptability after the school merged by the form of questionnaire survey and in-depth interview,and summarized the survey data and interview materials.The study finds that,as a combined school,the cultural tone was established at the beginning when school establishment.However,due to the cultural inertia of teachers,teachers will have a process to adaptat a new environment,Understand the influencing factors of teachers' adaptability and maladjustment,and conduct multi-dimensional analysis from the adaptation of teachers' spiritual culture,institutional culture and material culture.Finally,this paper tentatively proposes relevant strategies to promote the adaptation of school teachers' culture.