"Strangers" In The Village

With the development of urban and rural integration process and the construction of teachers' professionalization,the government departments to take various measures to strengthen rural teaching jobs appeal,a group of college graduates into rural schools,with the city life and learning experience of young teachers how to work and live in the country,their identity,these problems become more and more attention by education researchers.At present,there are many researches on "rural teachers",but the existing researches are a little too general,and the research methods and perspectives are relatively simple.Based on this,this study focuses on the identity of young rural teachers on the basis of observing their social behaviors.Finally,the paper summarizes the influence of the formation of "stranger" identity of young rural teachers on the development of rural education and rural construction through reflection,and tries to give Suggestions to improve the identity of young rural teachers.This study is divided into six chapters.The introduction mainly explains the origin of the research,relevant concepts,literature review,research design and research process.The first chapter is a sketch of fucun.Through the description of the survey site--fucun's geographical location,natural landscape,traffic situation,agricultural planting,historical development,customs and habits,housing construction,education status,etc.,the natural,social and humanistic characteristics of the environment where young teachers in M primary school are located are presented.The second chapter in the village school,this paper introduces the development history of the school,the present situation and existing problems,on the basis of observation and fully respecting the will of the teachers,to determine eight research object,according to their home after work this eight teachers can be divided into three categories:native "here",his dusk to "traveler" and cyclical migration "in",and introduces in detail the eight rural basic situation of young teachers.In chapter three,young rural teachers,as a manifestation of "strangers" in villages,observed the work and life of the research subjects and found that their dressing and leisure consumption were urbanized.They limit their activities to schools,do not participate in village affairs,and have no contact with the villagers;In teaching,they mainly impart the knowledge of urban value orientation,rely on modern science and technology,and ignore the educational resources in the countryside.In addition,they have made specific plans to leave the countryside,and are working hard to achieve the plan step by step.Young rural teachers are losing their sense of public mission,and they are acting as "strangers" in their villages.Chapter four rural young teacher "stranger" identity,around the teacher individual,group,social identity situation of three levels,answer "who am I","who are we" and "who they are" three problems,the study found that:rural young teacher thinks he is on the edge of the village social life,is the country staff and outsiders;They believe that the group of young rural teachers is neither the symbol of village culture nor the impart of local knowledge,but the people who have little value and little respect for the development of villages.In the eyes of old teachers,villagers and parents,young teachers in rural areas are people who will leave sooner or later.Thus it can be seen that the "stranger" identity of young rural teachers has been formed.Chapter five analyzes the reasons for the formation of the "stranger" identity of young rural teachers,and finds that the urban learning experience of young rural teachers makes them stay away from their hometown since childhood,and they still yearn for urban life when they return to the countryside.Normal education and on-the-job training for teachers lack the cultivation of local knowledge,and young teachers lack the ability to disseminate local knowledge.The teacher professional development mode and the teacher management system limit the young teachers in the school,too busy to participate in the village affairs;The dialect barrier,the"hazing" behavior of the villagers and the "wife buying" phenomenon caused the young teachers to worry about the village safety,which pushed the young teachers away from the village,and the "stranger" identity of the young teachers in the village was formed.Chapter six is a meditation on rural teachers.The author reviews the relationship between rural teachers and villages in history,and finds that it is a developing process for rural teachers to become "strangers" in villages.The "stranger" identity of young rural teachers leads to the lack of local civilization in the classroom,and rural students lack spiritual nourishment.They lose themselves in the process of receiving education.It hinders the inheritance of local culture and leads to the decline of the countryside;Young rural teachers do not take due responsibility for rural construction and development.To this end,young teachers in rural areas should be retained through cooperation between village schools to improve the working and living environment of teachers;The use of pre-employment education to train localized rural teachers;The village guides young teachers into the countryside;The young teachers rely on the local areas to carry out school-based teaching and research and assume the responsibility of inheriting local knowledge;Young rural teachers should change their identity as "strangers",actively understand the countryside and actively participate in rural construction,and contribute to the smooth implementation of the new strategy of socialist new rural construction and rural rejuvenation.