Research On The Social Identity Of Rural Teachers In The Process Of Urbanization

Urbanization is the historical process of social transformation from the traditional rural society dominated by agriculture to the modern urban society dominated by industry and service.In the process,the rural population flowed to the cities on a large scale,and some village teachers also went to the cities to seek new jobs.This kind of flow has caused the instability of rural teacher groups and profoundly restricted the development of rural education.In order to stabilize the rural teachers and obviously narrow the gap between teachers and students in urban and rural areas,the government specially formulated the Rural Teacher Support Plan(2015-2020).In this context,there are more and more researches on rural teachers.The basic starting point of such research is to help rural teachers and provide various kinds of support to rural teachers.However,this external behavior aimed at helping teachers or improving teachers' abilities may not be as effective unless they are inherently instructed by the teacher community.The fundamental change teachers have is the change in inner missions,identities and beliefs.Therefore,while we pay great attention to providing peripheral support to teachers,we should also pay attention to giving teachers an internal recognition.The importance of teachers' identity is self-evident.Different fields construct theoretical explanations and practical exploration of teacher's identity from different disciplinary perspectives,which provide valuable reference for our further research on teacher's identity.Relevant studies show that teacher's approval can be obtained from self-reflection and others' evaluation,which can be obtained in the system of professional life and social organization.Because individual teachers think,approve and act accordingly,the teacher group presents such a state.Regardless of the definition of the concept of teachers or teachers in education and teaching based on self-described status and social and cultural background to build their own identity,most of the research has emphasized that individuals in the teacher group,while ignoring the teacher group Existence and functionSocial identity theory holds that people's perspectives,opinions and practices are obtained from the communities to which they belong,and these groups exist objectively.Whether people are assigned to a group or choose to own a group,the group to which he / she belongs is important to determine their life experience.Socialidentity,as a shared / collective representation of a group of teachers,is a source of their emotional and value meaning.In addition,the social identification path as a whole can be used to explain the relevant behavior of the "real" social category and have relative advantages over other paths.Therefore,we introduce the path of social identity into the group of rural teachers and analyze the construction process of rural teachers 'social identity based on the rediscovery of the path of social identity.The path of social identity is changed to show the status quo and influence of current rural teachers' social identity Factors,and on the basis of the analysis of the problem to explore rural teachers' social identity promotion strategy.Rural teachers construct their own social identities through three basic processes of self-categorization,identity and comparison,and maximize the differences among internal and external groups in the process of categorization,showing "inner group preference" and "outgroup bias" In order to gain self-esteem and good self-perception.If this kind of intergroup comparison does not improve self-esteem,rural teachers will change existing identification paths using social mobility or social change strategies.A survey of the social identities of 158 rural teachers in Shandong and Anhui provinces found that the rural teachers' social identities showed dualism,that is,they both recognized the cities and recognized the cities.The social identities of rural teachers and their adaptation There are significant differences in gender,education age,marital status,status type,job title and other factors.The social identity of rural teachers can enhance the sense of self-worth of teachers and restrain teacher's job burnout.Through theoretical analysis and empirical research,it can be seen that the social identification of rural teachers is conducive to enhancing the sense of belonging and cohesion among rural teachers,so as to stabilize rural teachers and prevent their "reverse flow".In order to promote the identity development of rural teachers and better construct the team of rural teachers,we need to advance the system construction and construct the support system for peripheral rural teachers.We should establish a rural teacher learning community and lead the rural culture.We should improve the internal mechanism of rural schools and establish a reasonable teacher management system.