Educational Narrative Study Of Chinese Beginning Teacher’s Professional Development In Rural Primary Schools

In recent years,with the implementation of a series of rural revitalization policies,rural education has gradually come into people’s vision.The revitalization of rural areas,cannot leave the revitalization of rural education.As an important part of basic education,the development of rural education depends on the construction of rural primary school teachers.The new teachers are the important force of the replacement of the old and new rural teachers and the main force to promote rural education.Their professional development determines the future direction of rural education.However,new teachers often encounter difficulties and bottlenecks in the process of individual development,which hinders the sustainability of group development.This study attempts to put forward strategies for the professional development of Chinese teachers in rural primary schools at the beginning,and to solve the problem that they can’t stay and teach well.This article adopts the way of narrative study,choosing three for a town of northern elementary school language teacher to be appointed as the research object,looking at the teacher’s daily work situations,listened to their teaching experience,examining their difficulties in the education teaching practice,implict education significance for review and reflection,put forward the development strategy,to indicate the direction of beginning teachers’ professional development.The main contents of this study are as follows:The first part mainly includes the research origin,sorting out the core concepts of "beginning teachers,beginning language teachers in rural primary schools and professional development",and summarizing the research status at home and abroad,providing conceptual support and theoretical basis for the determination of the research object,research methods and research ideas in this paper.The second part is mainly the narrative research of three new Chinese teachers in ruralprimary schools.Through the three new teachers of their own teaching life depth description,understand their basic situation,teaching practice,education philosophy,etc.To investigate the problems they encountered in the process of development,such as "can not stay" in rural schools,difficult to develop;Teaching efficiency is poor,can not get value recognition,lack of development momentum;The transition from "beginning teacher" to "experienced teacher" is impossible,and so on.The personal reasons and social reasons behind the in-depth interpretation rise from the perceptual narrative to the theoretical level and draw relevant conclusions.The third part analyzes the factors influencing the professional development of Chinese teachers in rural primary schools.Teachers’ professional development is the result of internal and external factors.This chapter reviews the narration of the three teachers and analyzes the key factors affecting their professional development from the perspective of teachers themselves and external environment.The fourth part explores the strategies for the professional development of primary school Chinese teachers in rural areas.Teachers’ professional development needs both their own efforts and extensive social support.This chapter explores the strategies of professional development through how teachers achieve self-development and how the external environment provides support and guarantee.Teachers are the masters of professional development.We should attach importance to teachers’ subjectivity in professional development and listen to their voices more.This paper aims to demonstrate the real situation of its professional development through the qualitative research method of narrative research,based on the educational life and teaching practice of the new Chinese teachers in rural primary schools,and put forward specific methods to guide them.The hope is that teachers in similar situations can learn from the experience and contribute to the revitalization of rural education.