Study On The Formation Mechanism Of Educational Feelings Of Rural Teachers In Ethnic Areas

In the new era,in order to further promote the modernization of rural education,based on the cultivation of rural teachers’ educational feelings,the state proposes to create a group of rooted,emotional and high-quality excellent rural teachers.This is the goal shift of rural teacher team construction in China in the new era.Educational emotion is a kind of positive comprehensive emotion produced by teachers’ interaction in their own growth process and teaching practice.As an important emotional motivation mechanism,educational emotion plays a key role in maintaining the educational power of rural teachers,and it is also an important spiritual force that rural teachers adhere to.While continuing to support the construction of rural teachers’ material conditions,how to further tap the emotional resources of rural teachers’ education from the perspective of internal motivation,and cultivate the emotional and intelligent rural teachers who can survive,remain,adhere to and truly love the countryside is the meaning of the development of rural education.It is also the blind spot missed in the field of rural teachers’ research.Teachers’ educational feelings have the inherent latent emotion and the complexity of the constituent elements.It is necessary to explore the individual growth process and educational teaching life of teachers.On the basis of literature review,the researchers believe that there is a symbiotic logical relationship between the generation of rural teachers’ educational feelings and the individual life history of teachers,so this study adopts the research paradigm of combining life history and case study.According to the intergenerational characteristics of the current rural teacher groups and the existing research conditions,the study selected two typical rural teachers in ethnic areas of Q County,Guizhou Province,local older generation and new generation.Referring to the field investigation method of anthropology,the researchers investigated the continuous and discontinuous life history of the two rural teachers from the vertical and horizontal dimensions.During this period,they comprehensively used interview method,observation method,physical collection method and other specific methods to obtain relevant information,and established the life history database of the two teachers on the basis of data collation.Based on the life history database,this paper combs the main story of the generation process of the two teachers’ educational feelings,and tries to show the real image of the rural teachers’ educational feelings in the specific space-time field.On this basis,the dynamic structure,type level and influencing factors of the two rural teachers’ educational feelings are compared and analyzed,and the generation mechanism of rural teachers’ educational feelings is explored and summarized,so as to provide ideas and enlightenment for the selection and training of rural teachers with rich educational feelings in the next step.The study found that the two rural teachers’ educational emotion generation dynamic structure and evolution main line based on the different life history experience under the rural social change have both similarities and differences.From the perspective of the commonality of the dynamic structure of the generation of educational feelings,the local feelings based on rural growth are the basic driving force for the generation of educational feelings,the efficacy based on teachers’ professional teaching habits is the core driving force,and the compound social support and the construction of rural education ideal interacting with the environment are the lasting driving force.From the perspective of the category differences of the generation of educational feelings,the evolution of the generation of educational feelings from “free” to “selfserving”by old Yang teachers and the evolution from“self-serving”to “conscious”by young Yang teachers reflect the intergenerational differences of educational feelings between the two generations of rural teachers of the old generation and the new generation.The study suggests that the reasons for the intergenerational differences in rural teachers’ educational feelings are not only the differences in the internal emotional changes of teachers,but also the process of the interaction between the two generations of teachers and the macroinstitutional structure,the meso-social interaction and the generation of micro-individual emotion regulation in their respective lives.The discussion of the generation process of this phenomenon requires not only the integration and grasp of teachers’ individual life history from the vertical,but also the horizontal participation of multidisciplinary dimensions.Therefore,the cultivation of rural teachers’ educational feelings should not only continuously improve the external strengthening mechanism,reasonably improve the treatment,pay attention to the honor reward,and improve the survival situation of rural teachers.At the same time,we should pay more attention to the cultivation of endogenous dynamic mechanism.Individual self-conscious emotion is the lasting power to stimulate rural teachers’ educational feelings.The next step can be from the perspective of teachers’ individual life history,teachers’ daily reflection,and teachers’ educational feelings daily evaluation to cultivate and select excellent rural teachers with local feelings preference and local wisdom.Reviewing this study,the researchers expanded the field of rural teachers’ research,extended more possibilities of teacher education methodology research,further enriched the theoretical research of rural teachers’ educational feelings,and also brought practical enlightenment to the construction of rural teachers.However,due to the limitations of the researchers’ personal ability level and other conditions,there are still some problems in this study,such as the insufficient selection of research objects and the insufficient interpretation of the “deep description” of the life history of case teachers.If the follow-up study is carried out,it needs to be further improved.