Research On The Endogenous Development Of Teachers In Rural Small-scale Schools

In recent years,affected by the process of urbanization and the decrease in the number of school-age children,rural schools have significantly reduced in number and size.A group of schools has become small-scale schools with less than 100 students and less than 10 teachers.With the strong financial support of these schools,the conditions of school buildings and hardware configuration are almost the same as those of many urban schools,and the number of teachers is also promoted by support programs and policies such as national special post teachers,free normal students,three branches and one support,and rural teachers.However,the overall quality of education in rural small-scale schools is still low,which largely affects the fair education of rural children and restricts the cohesion and development vitality of rural society.The quality of school teachers is a key factor affecting the quality of school education.At present,although the gap in the number of teachers in small-scale rural schools has been effectively alleviated,the teaching staff in small-scale rural schools still faces many problems.Insufficient physical and mental investment of young teachers caused by strong mobility,marginalization of elderly teachers caused by the solidification of training methods,and generally low professional identity of teachers affected by the concept of de-agriculture,etc.,have largely hindered the quality of small-scale rural schools upgrading and sustainable development.The emergence of this series of problems is not only due to the reasons for the heavy emphasis on regulation but not the recognition of culture in policy design,but also has an important relationship with the local lack of localized teacher training and the lack of inherent motivation for the development of individual teachers.According to the internal and external cause dialectical principles and the perspective of endogenous development theory,the construction of the teaching staff,regardless of the material treatment or training opportunities provided by the outside,really plays a key role in the teachers' recognition of the environment,work,and self..Therefore,the current construction of teachers in rural small-scale schools should start with actively training and stimulating teachers' self-identification and internal development motivation.The analysis and research of 16 young rural teachers 'self-reporting materials using grounded theory also shows that the spiritual levelof needs such as a good sense of field belonging and positive mainstream values and their satisfaction are affecting teachers' stay in the countryside and are committed to the development of rural school education.Rural teachers have a good sense of field belonging,which includes not only the teaching field belonging to cooperative symbiosis,but also the rural social field belonging to respect for teachers and respect for education and the family belonging to caring and support.The positive mainstream values are often influenced by the strong growth experience of the education atmosphere,and they are permeated with their dedicated education and the concept of nurturing people through their education work practice.To effectively promote the endogenous development of the teaching staff in small-scale rural schools,two approaches are needed: internal mechanism construction and external support system construction.In terms of internal mechanism construction,on the one hand,it is possible to build a harmonious and harmonious school teaching environment and an emotionally integrated community living environment to build a professional and living community so that rural teachers can obtain psychological belonging from it.The advanced path of spiritual growth,the pertinent knowledge and skills related to rural acquaintance society and rural small class teaching are appropriately infiltrated in the training of pre-service normal students and post-service professional training,and at the same time,provide them with more participation in rural community activities Opportunities and conditions to help them realize the identity conversion from outsiders to parties.In terms of building an external support system,a comprehensive,multi-level support system for national policies,local management,and rural communities should be established,strictly following the top-level design and unifying local implementation.First,we must strengthen the top-level design of endogenous development of teachers and provide a systematic policy guarantee;second,we must effectively reduce the gap between urban and rural teachers in terms of salary,promotion and development,and living environment;third,we must strengthen the output of local teachers Cultivation and introduction of return,forming a good cycle mechanism;Finally,we must start from the overall social environment,create a good social atmosphere that respects teachers and educates,and stimulate teachers' professional self-esteem and self-confidence.