Research On The Dilemma Of Professional Development Of Rural Young Teachers And Improvement Path

In the process of building a moderately prosperous society in an all-round way,poverty alleviation has always been an important mission of the CPC Central Committee and the government,and poverty alleviation through education is an important part of China’s overall poverty alleviation work.With the reform and development of education,the country gradually turns to the broader world of rural education and pays attention to rural education in the marginal position.Developing education is an important part of building a moderately prosperous society in all respects,as it helps to stop the intergenerational transmission of poverty.Rural teachers are an important support for the development of rural education and an important force to promote rural revitalization.It is a policy call in the new era as well as a realistic demand to promote balanced and quality development of education to break the bottleneck,take precise measures,promote efficient reform and highquality development of rural teacher construction,and create a team of rural teachers who are rooted in the countryside,love the countryside,and have excellent quality.As a new generation of intellectuals,youth teachers has increasingly become the core of basic education teachers strength,the professional development closely related with the development of the rural students,teachers "development" to "teach",the quality of the education gap between urban and rural is expected to shrink,more equitable education resource to flow within the social system.How young teachers in rural areas can break through the difficulties and consciously promote deep professional development is still a theoretical and practical issue worthy of in-depth discussion in contemporary China,where the country is rejuvenated through science and education.Based on the field theory of Bourdieu,this paper adopts the method of mixed research,and on the basis of the relevant research results of teacher professional development at home and abroad,and from the perspective of educational sociology,it makes a more in-depth discussion on the realistic dilemma and breakthrough strategy of the professional development of young teachers in rural areas.Adhering to the principle of purpose and convenience,the research adopts a combination of online and offline survey methods.The research objects are mainly from rural schools in poor areas in central and western China.The author through into the teachers’ professional world,meticulous and appreciate their inner emotional experience and external experience,seeking to the plight of rural youth teachers’ professional development in the new period reflects,in order to enrich theory research,professional development more reasonable support policies for the government and the school provide real decision-making basis,are also looking for teachers to reflect on their own professional development better,stimulate the internal momentum,make career development planning,clear professional development provide powerful reference path.The main conclusions of this study are as follows: the current difficulties faced by young rural teachers in professional development mainly involve poor professional knowledge structure and ability,lost sense of identity,inefficient teamwork,heavy workload and poor development support,etc.This study analyzes the factors influencing the professional development of young rural teachers from the following four aspects: the education field in deep difficulties,the increasingly hollowing out rural field,the survival habit of penetration practice and the deepening capital gap.Finally,it puts forward some improvement strategies to promote the professional development of young rural teachers.In dialogue,reshape the field of education;In the reflection,improve the teacher’s habitus;In the process of optimization,the development capital can be gathered to finally solve the dilemma and obtain professional development.