Research On The Identity Of Rural Middle School Teachers From The Perspective Of Intergenerational Theory

Since the promulgation of the Rural Teacher Support Plan(2015-2020)in 2015,the party and the state have been working hard to build a team of rural teachers that can teach in countryside,retained,and teach well.But in fact,the tilt of material resources has not allowed most of the rural teachers to teach in the rural field for a long time,and the tendency to escape into the city has become a true portrayal of the current rural teachers.Paying close attention to the living conditions of the rural teacher groups seems to have become an important step for studying the identity of rural teachers.However,rural teachers of different ages and titles in the same school field will inevitably have differences in their attitudes towards life and work demands,resulting in different cognition of identities.In view of this,targeted measures should be taken to enhance the identity of rural teachers at different ages,so that rural teachers can focus on teaching and live a happy life.This will improve the quality of rural education,the realization of rural revitalization has a great practical significance.Under the perspective of generational theory,teachers in the middle school of "T" town are regarded as the research object in this paper,and conducts an in-depth field investigation of their work and lives.After that,according to different age groups,rural teachers are divided into four micro-group of post-60 s,post-70 s,post-80 s and post-90 s.By analyzing the life course and ideological change of four generations of rural teachers,the identity cognition,identity emotion,identity responsibility and identity relationship hidden behind them are explored.And using them to show four generation of the identity of the rural teachers' multiple complex cognitive and emotional value experience,breaking the generalization of rural teachers and rigidity overview.For this study,at first,to clarify the connotation and development of the Intergenerational Theory is an important premise of the study,and is the theoretical basis for analyzing the different concepts and intergenerational differences of rural teachers in different generations.Next,the nature of fieldwork determines that this study needs to introduce the working and living fields of teachers in “T” Town Middle School,including the local natural geography,human history,social and economic changes,as well as the development of “T” Town Middle School and other factors that have a subtle influence on their identity.Through narration and analysis of teachers' growing experience,professional attitude,colleague relationship and emotional expression,the research presents the status of four generations of teachers' identity in an all-round way.In general,the post-90 s rural teachers who grew up in the Internet era have entered the early stage of their career.They work hard but are confused about their career development.Influenced by the concept of reform and opening up,the post-80 s rural teachers began to re-examine their identity,they hope to be treated fairly,and strive to achieve more achievements.The post-70 s rural teachers in the challenging period of teaching have a low degree of identity.Some of them are in a state of dissipation of enthusiasm for stability,and some of them are trying to seize the opportunity to rank senior titles.The above three generations of teachers said that as long as there is a chance,they will choose to take an examination to enter the county for teaching.Teachers born in the 1960 s,who are facing retirement,gave satisfactory and not bad answers to their identity and career evaluation after going through the difficult years.In addition,the interview also revealed that the professional title selection is unfair,interpersonal relationship is cold,colleagues in the generation of bias and intergenerational estrangement.The intergenerational differences caused by social external changes,the humanistic environment in the school field and the personal characteristics of teachers all affect the self-identity cognition of the four generations of rural teachers.The research points out that society should pay attention to the guiding role of value guidance and related policies.Rural schools should focus on the construction of humanistic environment and care about the demands of teachers of different generations.Rural teachers should explore the endogenous force to improve their own identity,so as to improve the identity of rural teachers and promote the development of rural education.