Research On The Influencing Factors And Promotion Strategies Of Normal Students’ Willingness To Teach In Rural Areas

As an important part of China’s education system,rural education is still a weak link in China’s education.The prosperity of rural education is the prosperity of China’s education.As an important supply subject of future teachers,normal students’ willingness to teach in rural areas is not only directly related to whether they can "go down",but also whether they can "stay and teach well" in the follow-up.Based on the questionnaire survey of 1263 normal students,combined with the in-depth interview of 14 normal students,it is found that the current willingness of normal students to teach in rural areas is still not optimistic.There are differences in the willingness of normal students to teach in rural areas in terms of gender,place of origin,whether they are ethnic minorities,degree and professional type.Based on the survey results,this paper analyzes the impact of normal students’ willingness to teach in rural areas from three aspects: pre-endowed state,structural state and constructive state.Among them,family material support and family psychological support in the pre-endowed state,rural social conditions,relevant policy support,teachers’ social status in the structural state,educational practice links in the constructive state,teacher’s individual professional quality,rural integration level,emotion and belief all have a certain impact on rural teaching willingness.Based on the above analysis,this paper further puts forward the strategies to improve the willingness of normal students to teach in rural areas.First,policy regulation:highlighting the compensatory fairness of rural teachers,including establishing a long-term mechanism for special funds and improving supporting policies to make them precise;Second,social guidance: boosting the attractiveness of rural teachers,including improving the dual award mechanism for rural teachers and the guiding role of public opinion and media;Third,teacher education:training "new generation" rural teachers,including educational practice: "embodied" cognitive teachers,speeding up rural integration,belief education: "internal driving force" runs through and improves professional identity;Fourth,family support: enhance the willingness to teach in rural areas,including family education: cultivate good professional values,reasonably expect: respect children’s career choices;Fifth,individual empowerment:tapping the endogenous motivation of teaching in rural areas,including awakening the educational emotion based on rural areas and stimulating the consciousness of "feeding back" to support rural areas.