Rheology And Game:Research Of Teacher Mobility In A Rural Primary School Of Western Hunan For Thirty Years

At present,China's education is in a critical period of deepening reform,and rural education has been the weak link in the reform and development of education.However,the key to the rural education is the teachers.The construction of rural teachers is an important strategic plan to deepen the reform of rural compulsory education system and promote the modernization of rural education.For a long time,China's rural teachers is very unstable,teacher mobility and loss,has become the bottleneck of the balanced development of compulsory education and improve the teaching quality of the bottleneck,seriously affected the fairness of education.Therefore,how to stabilize the contingent of teachers in rural areas and promote the rational and orderly flow of rural teachers is the urgent problem to be solved.This research is a case study of a village primary school in western Hunan,the flow of teachers based on the history of the research on the change and development of villages and rural primary school teachers as well as the starting point,to track the flow of teachers as the breakthrough point,trying to build a pair of history for people,dynamic and panoramic picture of the flow of teachers,to seek to break the for the flow of rural teachers.The research method mainly through oral history and field investigation,the anthropological research methods to study the introduction of Sociology of Education,with the help of a large number of first-hand information,provides real and reliable basis for the study of history.In the part of theory research,mainly in education and sociology perspective,and use the social mobility and social stratification,cultural capital and social capital theory,analyzes the social logic inherent in the flow of teachers.The study found that the flow in the past thirty years the school teachers in the rheology and the continuous game,evolved to the degree of development in depth and spatial scale,the flow path is reflected in each historical stage,showing the trend and characteristics of different,generally speaking,from the last century in 80 s and 90 s is the "no flow",the twenty-first Century to the beginning of "slow flow",and then since twenty-first Century "speed flow",which reflect changes of different,causing different results.Meanwhile,All affect the game and encourage teachers to flow in the internal and external factors of tension,is a national,social,three teachers together the result of the interaction,it not only by the national level policy statute,is affected by social stratification,with teachers' personal characteristics and value.There are differences both between the various factors,and the inheritance and development of the relationship.Obviously,the problem of teacher flow is not only a realistic issue of education,but also a complex social problem,the flow of teachers reveals a fact of social mobility,it is because China's social mobility mechanism is not perfect,which led to the current situation of rural teachers in China's large-scale irrational and disorderly.In order to promote the urban and rural teachers flow reasonable and orderly,alleviate the status of rural teachers,this study needs to be considered from the country,social governance and teachers "trinity" path: at the country level,government at all levels should strengthen the public management functions,establish and improve the mechanism for the flow of teachers,the rational allocation of teacher resources flow;in the process of integration of teachers "quality" and "quantity",reasonable construction of the standard flow of teachers.At the social level,the community should work together to improve rural teachers' social support system,enrich the rural teachers' cultural capital and social capital,improve social status;expand the relationship of rural teachers' social network,increasing social resources.At the teacher level,teachers should enhance their sense of value and mission,strengthen their own cultural identity,and promote the realization of self-worth.In this way,we can effectively stabilize the rural teachers,and promote the virtuous cycle of rural teachers.