The Research On The Rural Teachers' Rural Feelings And Their Formation Paths

Giving priority to the development of rural education and building a strong rural teacher team is the meaning and inevitable requirement of the successful implementation of the "Village Revitalization Strategy." However,in reality,the professional development of teachers has lagged for a long time,which has seriously affected the development of rural education and has become an important bottleneck for the development of rural education.How to improve the professional development level of rural teachers has become an important issue that needs to be solved in the current development of rural education.In the professional development of rural teachers,the academic community has paid more attention to the professional development of rural teachers for a long time,focusing on the "professionalization" driven by " technicalization," focusing on the professional knowledge and professional skills of teachers,and the rural teachers as emotional power.The local feelings lack the attention and attention that should be paid.In fact,the rural feelings of rural teachers are also the key elements to maintain the educational power of rural teachers.It affects the quality and quality of rural teachers' education work and the motivation of rural teachers' professional development.The healthy development of education has an important impact.As a unique spiritual character close to the rural ecological and cultural environment,the local feelings are actually the internal motivation and spiritual support of the rural teachers' professionaldevelopment.The rural teachers' local feelings are in the context of the "village revitalization strategy" and "rural teacher support".A tangible boost must be obtained to truly solve the problem of the educational power of rural teachers.Boosting and cultivating the rural feelings of rural teachers is undoubtedly an important topic in the construction of rural teachers.This study takes a rural primary school teacher in Yunnan Province as the research object,and studies the cultivation of rural teachers' rural feelings.The study found that the current situation of rural teachers is generally lacking in rural areas.Through the research methods of interviews and questionnaires,this paper analyzes the current situation of rural teachers' lack of local feelings from the four dimensions of teachers' sense of local culture identity,occupational belonging,professional mission and self-worth.The results show that the local teachers' sense of local culture is generally low,the teachers' own local knowledge are less and the local feelings are weak,and the local culture inheritance ability is weakening.The sense of professional belonging is unstable,subject to teacher's gender,age,education,The influence of teaching age and other factors is relatively large;the teacher's professional mission is weakened,which is highlighted by the lack of responsibility consciousness and the unsound belief in education.Finally,the teacher's sense of self-worth is low and the professional development drive is insufficient.The main reason for the lack of rural teachers' feelings in rural areas lies in the teachers themselves.The differences in personal life experiences,personality traits,professional literacy,value orientation and reflective consciousness are the main reasons for their lack.In addition,it is also affected by the external environment,the social ecological and cultural environment is not ideal,the teacher training and management mechanism is imperfect,and the lack of campus local culture atmosphere has an impact on the generation of teachers' local feelings.The cultivation of rural teachers' local feelings should be carried out from three aspects: the teacher's personal feelings of local feelings,the optimization of the school's humanistic soft environment,and the social culture of "respecting teachers and teaching".First of all,the concise quality of teachers' personal feelings is divided intotwo stages pre-employment and post-employment.Pre-service teachers should strengthen professional identity and local emotion training.Post-employment teachers should be based on local culture and cultivate local culture consciousness,reflection consciousness,research consciousness.Secondly,the optimization of the school's humanistic soft environment is mainly carried out from the aspects of teacher training,the improvement of the management system and the construction of a campus culture rich in local charm.Finally,the construction of the social and cultural atmosphere is mainly through the education policy system.Leading the development of the model role of the "Xinxiangxian" group model.At the same time,efforts were made to cultivate a group of rural teachers who could “get down,stay,and teach well” in rural education,and respond to the call of the state to provide talent support for the revitalization of rural education.