A Study On The Status Quo Of Non Normal Teachers' Identity In Primary Schools

The level of teachers' identity is not only the yardstick of teachers' group development,but also the mediator of their individual growth.With the "social transformation" of the policy of teachers' inclusion,a large number of non normal teachers have entered the ranks of teachers.To study the level of identity of the primary school teachers with the characteristics of "non normal" is not only a measure of the effectiveness of the current policy investment,but also an indicator of the personal transformation of non normal teachers in the future.Primary school non normal teachers' identity refers to the psychological representation of primary school non normal teachers,based on their position in social groups,to the value,standard and expectation cognitive state,emotional attitude and behavioral tendency of the individual identity,social identity,professional identity and reconstruction status identity of the pre assigned attribute,professional identity and reconstruction attribute.On the basis of combing and analyzing the status quo of relevant research at home and abroad,this study systematically expounds the connotation,composition,growth mechanism,stage and characteristics of the identity of primary school non normal teachers,so as to improve the theoretical depth and practical status and role of primary school non normal teachers.This research mainly adopts the method of questionnaire and interview,and randomly selects 100 non normal teachers from rural and urban areas in G city of Henan Province.It is found that the overall level of identity of non normal teachers in primary schools is in the middle and micro level,which needs to be further improved.There are also different problems in various dimensions of their identity,which are mainly reflected in the weak performance of emotional elements in the process of overall identity and continuity;the large gap between personal growth and social expectations;the concealment of professionalism in the process of social identity construction;the loss of humanistic care in the field of situational identity and so on.The main causes of these problems lie in the solidification of culture and discourse status of non normal teachers in primary schools,the imbalance of personal internal structure,the non pertinence of professional training and the limited space of communication support.Therefore,this study puts forward four aspects,which are the construction of discourse support system for non normal teachers,the improvement of internal structure of non normal teachers,the establishment of special training institutions for non normal teachers and the optimization of communication environment for non normal teachers,in order to put forward reasonable suggestionsto improve the level of identity of non normal teachers in primary schools.