No Youth,No Village

In the context of targeted poverty alleviation policies,education and poverty alleviation,as an important starting point,is a fundamental solution to the root cause of deep poverty in ethnic areas."Poverty alleviation and wisdom first" and "Poverty first and stupidity",Liangshan is China's largest Yi Autonomous Prefecture and one of the country's "three districts and three prefectures" in deep poverty areas.As a straight-through area,compared with developed areas,the low level of economic and social development and the lagging level of education have always been the bottlenecks hindering the progress of Liangshan.In order to fundamentally stop the intergenerational transmission of poverty,in 2015,the Sichuan Provincial Party Committee and Provincial Government launched the "One Village,One Child" plan in Yi District,Liangshanshan,which provided 126,700 "stocking" mountain children with the opportunity to receive pre-school education.The project has brought fundamental improvements to the preschool education in Liangshan Yi Autonomous Prefecture and achieved gratifying results,but the problem of teachers is still the biggest shortcoming that restricts the development of preschool education in Liangshan,and it is difficult to meet the sustained,healthy and quality development of preschool education in Liangshan Yi Autonomous Prefecture DemandOne village,one child" teachers are engaged in ordinary occupations,but they have sacred responsibilities.Their professional survival status is directly related to the development of children in the Liangshan Yi area,and it is also related to the improvement of preschool education quality and Liangshan preschool education development of.What is the status of teachers' professional survival status?What effective measures should be taken to stabilize teachers,improve teachers' professional living conditions,attract excellent teachers to participate in the preschool education in mountainous areas,so that they can not only "go down" but also "stay and teach safely"?These are urgent problems to be solved.Therefore,the purpose of this study is to conduct a field survey on the "one village,one kindergarten" teachers group,and to describe and analyze the professional survival status of the research objects,so as to attract more researchers to pay more attention to the preschool teachers and children in the mountainous area of Liangshan Yi Autonomous Prefecture.This study consists of five chapters.The first chapter is the introduction,which includes problem posing,literature review,concept definition,theoretical basis and research design.This part mainly uses the literature method to sort out and analyze the research on the living state,professional survival status,teachers in ethnic areas and the related research on "one village,one child",clarify the experience and shortcomings of the existing research,and explain the research methods of this study.The second chapter is the investigation and analysis of "one village,one kindergarten" teachers' professional survival status in Liangshan Yi District.Using the method of questionnaire,the author compiled the questionnaire of "one village,one child" teachers' professional survival status,and collected and analyzed the five dimensions of 336 "one village,one child" teachers' professional survival status,including occupational return,occupational conditions,occupational load,occupational identity and satisfaction,occupational adaptation and development,to investigate the occupational feelings and influencing factors of "one village,one child" teachers To provide data reference for qualitative research.The third chapter is a case study of "one village,one kindergarten" teachers'professional survival status in Liangshan Yi District.This part mainly uses the field investigation method,in-depth interview method and participatory observation in qualitative research to deeply describe the teachers' professional survival state.It is divided into three themes:the first one is the vision of youth and dreams;the second one is the sweet feelings of the village children in bitterness;the third one is the vision of the village children.The teachers of "one village,one child" in the three themes have their own characteristics,which can be interpreted from different angles and sides.The common feature is that they unconsciously guide the growth of children in Yi District with their valuable and amiable youth feelings that they have not yet realized.The fifth chapter is the strategies to improve the teachers' professional living conditions in Liangshan Yi District.First of all,it is the promotion and empowerment,through the self realization in the social level of publicity and commendation and village governance,to radiate the feelings of home and country;secondly,it is necessary to improve the ability:provide training opportunities and funding,improve the academic level and professional qualification of teachers in many ways;thirdly,it is necessary to carry out system innovation:the school(Garden)director responsibility system and family support culture form a joint force to improve the level of village governance modernization;Finally,improve the treatment:clarify the identity of "one village,one child" teachers,improve the treatment and material conditions.