Research On The Status Quo,Problems And Countermeasures Of Rural Teachers' Identity Under The Rural Revitalization Strategy

The implementation of the rural revitalization strategy is not only an inevitable requirement to solve the major social contradictions in our country in the new era,but also an inevitable requirement to realize the goal of " two hundred years" and the great rejuvenation of the Chinese nation,the Chinese dream.The " Strategic Plan for Rural Revitalization" also explicitly mentions " giving priority to the development of rural education".This shows that the development of rural education is an indispensable part of rural revitalization,and it also has an important position of giving priority to development.Improving the level of rural education is an important step in China's rural revitalization strategy.If we want rural development,we must first develop education.However,rural teachers are the key group in rural education.Whether this group can correctly understand their own identity and produce positive identity is of great practical significance for the revitalization of rural education and rural revitalization.In recent years,due to the promulgation of some education policies in China,rural teachers have made good changes in terms of economic treatment and professional development,which has also brought a certain degree of positive effect to identity.However,with the main social contradictions in our country transforming into the contradictions between the people's growing need for a better life and the unbalanced and inadequate development,the economic society has entered a new era.At the beginning of the implementation of the rural revitalization strategy,the rural structure and environment have also undergone great changes.This unbalanced and inadequate development is extremely prominent in rural education,causing a new crisis in the identity of rural teachers,which further hinders the revitalization of rural education and also becomes a huge defect in the rural revitalization.In this study,859 rural teachers in H city of Hubei province were investigated by questionnaire and 11 teachers in 6 villages and towns were interviewed.It was found that the source area of this group was relatively single and the teaching age structure was unbalanced.The workplace is difficult and the teaching environment is poor.Moreover,the professional title and post salary are misplaced and promotion is difficult.Also because of these circumstances,rural teachers' professional attraction is weak and the overall situation is not optimistic.At the same time,it is found that the identity of rural teachers presents constructive characteristics,which is the " learning" process of dynamic negotiation and construction of " active selection,confirmation,shaping and re-selection" of this group and other social groups as " learners" in the identity process.In this process,through a comparative study of the dimensions of rural teachers' identity in the " past period" and " present period",it is found that the " mutual exclusion" between rural teachers and rural culture is becoming increasingly prominent and the degree of cultural identity is declining.Although the economic income increased slightly,the degree of economic approval was not high.The policies in different periods stay outside the " text" and the degree of policy approval is low.Moreover,the social status in different periods is not high and shows homogeneity and low social identity.Doubts about self-identity arise under the multi-category division of this group.Therefore,the anxiety and identity crisis in group identification has become the main contradiction that needs to be solved urgently in the development of rural education.Through the attribution analysis of the above factors affecting the identity of rural teachers,it is concluded that the failure of the integration of rural teachers and rural culture,the absence of policy implementation and the deviation of guidance in step-bystep transmission,and the infinite extension of the working boundary of this group in school expectation and social evaluation are the causes of its identity crisis.Therefore,on the basis of re-examining the identity process of rural teachers,we should propose to deepen the management reform of rural teachers in order to improve the economic and policy identity,construct a community of rural teachers' practice to promote cultural identity,clarify the boundaries of rural teachers' work in order to promote social and self identity.Of course,in practice,we should also help this group to reconstruct and improve its identity so as to revitalize rural education,and then further revitalize the countryside.