Research On Problem Analysis And Countermeasures Of Rural Teachers’ Curriculum-ideological And Political Teaching Practice In Guangxi

Rural education is the current "short board" in the development of education in China,and the development of rural education can promote the balanced development of education,narrow the gap between urban and rural education,and effectively achieve educational equity.Rural teachers are the key to promoting the development of rural education,and the moral literacy,teaching level,thinking ability and other qualities of rural teachers will directly affect the overall development of rural schools.Subject teachers are the basic identity of teachers,and they are naturally closely linked to subject teaching.As the inherent prescriptiveness of subject teaching,discipline moral education is not only the inevitable responsibility and mission of subject teachers,but also the necessary professional qualities and abilities of subject teachers.Since the concept of "discipline moral education" was piloted in Shanghai in 2005,the idea of combining discipline teaching and ideological and political education has begun to enter the field of moral education in basic education.In 2014,Shanghai once again bravely pioneered,after summarizing the relevant experience of "discipline moral education" in basic education,it took the lead in carrying out the pilot work of "curriculum thinking and politics" in Shanghai universities,and gradually formed a series of meaningful "Shanghai experiences" in terms of ideological and political identity,curriculum teaching rules,and classroom teaching reform.In 2016,marked by General Secretary Xi Jinping’s important speech,China’s Curriculum Ideological and Political ushered in a new development.At present,the research and teaching practice activities of curriculum ideological and political theory are in full swing in the field of higher education,and with the increasingly rich connotation of curriculum ideological and political connotation,the concept of moral education in basic education is changing to the discourse system of curriculum ideological politics,thus creating a favorable atmosphere for the integration of ideological and political affairs in the curriculum of primary and secondary schools.In recent years,Guangxi has relied on the "integration" of ideological and political theory courses to build a backbone teacher training and training base,and established an "integrated" teaching reform and innovation consortium for school ideological and political theory courses in the new era,which has provided impetus for the ideological and political integration of Guangxi’s colleges,middle schools,and primary schools.The ideological and political integration of the curriculum of primary and secondary schools is by no means the integration of only urban primary and secondary schools,but must include the common development of urban and rural primary and secondary schools.Exploring the development of rural school curriculum ideology and politics is an important measure to promote the balanced development of urban and rural education,which is related to the overall level of national education development and the future progress and development of the nation,so it must be paid attention to.Through classroom observation and interview surveys,it is found that at present,rural teachers lack sufficient understanding of the connotation of curriculum ideology and politics,and it is difficult to grasp the specific requirements of curriculum ideology for teachers;teachers’ ability to excavate ideological elements is not enough,and the ability to create students in the curriculum needs to be strengthened;teachers’ willingness to study ideological politics in the curriculum is not strong,and they have not yet established the awareness of problem analysis and solution.In order to deeply explore the current situation of the ideological and political development of rural education curriculum and related influencing factors,so as to provide reference for promoting the ideological and political development of rural compulsory education curriculum,this study conducts an empirical survey of seven rural schools in Guangxi through a self-compiled questionnaire with high credibility and validity.Through investigation and research,it is found that there are significant differences in the age and teaching age of rural teachers in the process of curriculum ideological and political practice,that middle-aged teachers in rural areas show better results in curriculum ideological and political work than young teachers in rural areas,and that old teachers with higher teaching age also perform better than new teachers with low teaching age.addition,the teaching environment of rural teachers’ units,the willingness of rural teachers to think about politics in their own courses,and the ability of rural teachers to think about politics in courses have had a significant positive impact on the practical effects of rural compulsory education courses.Based on the above results,this study believes that in order to further develop the ideological and political teaching practice of the rural compulsory education curriculum,it is necessary to first establish a rural teacher curriculum ideological and political teaching practice community to promote the exchange and cooperation between new and old teachers;Secondly build a teaching ecosystem for rural compulsory education curriculum ideology and politics,and create a rural development field for curriculum thinking and politics;Thirdly,encourage the willingness of rural teachers to teach ideological politics in the curriculum,and enhance the practical effect of ideological politics in the rural compulsory education curriculum;Fourthly,build an integrated education system for teachers’ curriculum ideology and politics,and improve the ability of rural teachers to teach ideological politics in the curriculum;Finally,the proportion of curriculum ideological and political indicators in the evaluation system for the professional development of rural teachers will be increased,and the promotion role of evaluation will be given full play.