The Research On Rural Teacher Identity In Southwest Minority Regions

As the main force of rural education,rural teachers directly affect the improvement of the quality of rural education and the realization of rural education modernization.The southwest minority regions are distinguished by the old revolutionary base regions,autonomous minority regions,land border regions and underdeveloped regions.The regions,which are of cultural diversity,ethnic diversity,vast landscape and harsh environment,urgent to focus on and solve in the construction of rural teachers.In the process of urbanization,the rural society in southwest minority regions has been facing economic and cultural shocks,making the crises of rural teacher identity increasingly prominent,which seriously hinders the professional development of rural teachers and the construction of rural teachers in the southwest minority regions.Therefore,it is necessary to conduct an in-depth research on rural teacher identity in the southwest minority regions to grasp the current status of rural teacher identity and solve the crises of rural teacher identity from the root.Through in-depth interview,observation and other methods,122 rural teachers in 25 rural schools in southwest minority regions including Sichuan,Yunnan,Guizhou have been investigated.It is found that under the urbanization trend,the current status of rural teachers in southwest minority regions are transformed into a third party,regarded as the disseminator of multiple cultural knowledge in rural regions,and gradually become the guardian of rural students.Based on the current status of rural teachers,it is clear that the rural teacher identity in southwest minority regions has the following crises.That is the gradual generalization of their identity responsibilities,the large gap with the similar career development,and the conflicts among multiple identities.The root causes of the above crises are analyzed from the macro,meso and micro dimensions.At the macro level,the national policy system for rural teachers lacks precision.At the meso level,the poor atmosphere in minority regions hinders the development of rural teachers.And at the micro level,there are still many deficiencies in the quality of rural teachers.Based on the analysis of the crises and existing research achievements for reference,with the national and social relations theory,field theory and the social role theory as the theoretical basis,theoretical logic which covers multidimensional factors including national system,rural culture,school management and teachers' quality is constructed in order to help to shape the rural teacher identity in an all-round way.On this basis,the optimization strategies of the rural teacher identity in line with the field of southwest minority regions are put forward.Firstly,the responsibility scope of rural teachers should be defined,policies related to rural teachers should be implemented,and the pre-service training system of rural teachers should be provided a strong guarantee for rural teacher identity.Secondly,minority customs should be understood correctly,the extra functions of rural schools should be reduced,and the management of rural schools should be improved so as to optimize the cooperative field of rural teachers.Thirdly,the focus should be on cultivating educational feelings and motivation,strengthening the identity of excellent national culture,enhancing their comprehensive ability to learn and communicate,in order to shape rural teacher identity internally.To sum up,a comprehensive review of rural teacher identity in southwest minority regions from the perspective of nation,society,school and teacher can effectively promote the resolution of rural teacher identity crises in southwest minority regions,in order to improve the quality of construction of rural teachers,and then accelerate the rural revitalization and rural education modernization.