The Conflict And Adjustment Of Teachers' Social Roles In Ethnic Areas

Teachers in ethnic areas have undertaken specific responsibilities and missions in specific social spaces and fields in ethnic areas,and are inextricably linked to the prosperity and development of our nation.As the main force in the development of ethnic education in China,they bear the responsibility and mission of teaching and educating people,enlightening the people,and inheriting ethnic culture.When teachers exercise specific teacher occupations and functions,social role conflicts will inevitably occur.Because the field where teachers in ethnic areas are located has a certain cultural and national character,it is certain that compared with teachers in non-ethnic areas,teacher conflicts and their roles in ethnic areas have a more obvious national flavor.With the progress and development of the era,the state has put forward greater hopes and requirements for national education and teachers in ethnic areas.The mismatch between these expectations and actual behaviors brings conflicts to the roles of teachers.In addition,the intelligent society has also increased the external impact of teachers,resulting in inevitable conflicts in the role of teachers.These conflicts affect the future development of education,the improvement of the compacity of teachers,and the benign development of teachers,the quality of national unity and progress education,and the prosperity and development of the Chinese ethnic culture in minority areas.Based on the role theory and conflict theory,this research positions the role of teachers in ethnic areas according to the requirements of national policies for education and teacher literacy in ethnic areas,and clarifies the proper role of teachers in ethnic areas.Furthermore,it comprehensively analyzes the realistic representation of conflicts of teachers' social roles in ethnic areas and the conflicts that need to be resolved.By analyzing the internal and external causes of conflicts of teacher roles in ethnic areas,it proposes a feasible strategy to adapt the conflicts of teacher roles in ethnic areas.The main content is divided into the following four parts:Chapter one: According to the development of the times,the expectations given by the national policy to the education and teachers in ethnic areas,and the qualities that teachers should have to clarify the proper role of teachers in ethnic areas.In addition to the general social ability of teachers,teachers in ethnic areas should possess certain characteristic role abilities in the interaction of knowledge and ability,thought and consciousness,and behavior.Regarding knowledge and capabilities,profound practical knowledge including basic subject professional knowledge and network intelligent scientific knowledge,among which the local knowledge of ethnic culture is necessary special knowledge.Secondly,a high degree of cultural integration is needed,that is,the ability to adapt to ethnic culture,integrate and inherit ethnic culture,and create symbiotic ethnic culture.There is a wealth of theoretical literacy,of which educational theoretical literacy,political theoretical literacy,and management theoretical literacy are general qualities that teachers should have.As teachers in ethnic areas,in addition to the above three types of qualities,they also need ethnic theoretical qualities.Regarding thinking and consciousness,first of all,they need to have general awareness of educational thinking,that is,to keep the teachers' original intention and mission,love education,firm belief and lifelong learning consciousness.In addition,they need to be familiar with the national ethnic education policy,have a sense of national cultural crisis and consciously inherit the ethnic culture.Regarding behavioral exchanges,that is,intelligent exchanges,including equal communication between teachers and students,cooperation between teachers and teachers,harmonious communication between teachers and parents,harmonious communication between teachers and families,and communities between teachers and society and unity.Chapter two:Combining with the actual observation and interview data,this paper analyzes the realistic representation of teachers' social role conflict in minority areas.The conflicts that teachers in ethnic areas urgently need to resolve mainly include conflicts between roles and conflicts within roles.And the conflicts between roles are the conflicts between roles of “cultural workers” and “social man”,“educators” and “poverty alleviators”,and “professionals” and “people in real life”.Intra-role conflict is the role conflict caused by the limitations of the role itself and the expectation of different roles will also lead to teacher role conflict.If these conflicts are not resolved,it will affect the implementation of the teachers' educational function,which is not conducive to the development of teachers,nations and state.Therefore,we must face the conflicts squarely.Chapter three: This study uses the internal and external cause analysis method,combined with the external society,schools and teachers themselves to reveal the reasons for the teachers' social role conflict in ethnic areas.One is the necessity of material needs.The second is the deepening of system coercion.The third is the promotion of cultural weakening.The fourth is the dominant factor of teachers' own knowledge and ability.The fifth is the implicit factor of teachers' own role awareness and role expectation.Chapter four: How to adjust the teachers' social role conflict in ethnic areas,which is a huge and complex system project,it depends on the efforts of society,school and family,and also depends on the subjective adjustment of teachers themselves.This research combines the empirical investigation materials,as well as the representation and causes of teachers' social role conflicts in ethnic areas,and adjusts it from the macro and micro levels.The specific measures include giving material support to restore teachers' original intentions,ensuring the implementation of policies and build a team of teachers,and giving reasonable expectations and shaping the image of teachers at the social level.At the school level,eliminating digital worship and evaluating teachers in an all-round way,increasing training opportunities and improving teachers' quality,and reducing the burden of teachers' roles and coordinating the role relationship of teachers.At the family level,teachers balance the roles of family and work to avoid role confusion.And family members understand the role of teachers and relieve the pressure on teachers' role.At the individual level,improving one's own quality and self-role skills,strengthening one's own psychological adaptability and self-role awareness,increasing one's self-role emotion,changing the concept of education.And adopting various methods to adjust,avoiding conflict of teacher roles,and eliminate conflict of teacher roles.