Research On Rural Primary School Teachers’ Field Integration ——A Case Study Of Y Primary School In D County

"A century-long plan,education-oriented,education-oriented,teacher-oriented".In recent years,with the development of China’s economic and urban integration and the promulgation of relevant policies and policies for rural teachers,rural basic education has attracted more and more attention from the society.At the same time,rural teachers,as the key to promote the development of rural education,have also attracted the attention of academic researchers to a certain extent.Although the research on rural teachers is becoming more and more abundant,the research on the relationship between rural teachers and local society based on the field perspective is relatively few.The active integration of rural teachers into the rural field plays an important role in improving the quality of rural teaching,shaping the cultural identity of rural education and further promoting the development of rural education.Therefore,based on the existing research,this study takes rural primary school teachers in Y primary school in D county as the research object,mainly using qualitative research methods of interviews and observations,on the basis of in-depth understanding of Y primary school teachers,to explore the current situation of rural primary school teachers’ field integration.Through the research on the status quo of rural teachers’ integration in the rural social field and the school field in Y primary school,it is found that the integration of rural primary school teachers in the social field and the school field is different,which is embodied in a high degree of school field integration and a low degree of social field integration.Based on this situation,the causes are analyzed,and the root causes mainly lie in the multiple difficulties in the development of rural culture,the lack of publicity of rural teachers and the decline of rural teachers’ social status.Based on this,the following suggestions are put forward: encouraging rural teachers to actively participate in social affairs,improving rural teachers’ cultural literacy and generating rural teachers’ local emotional motivation.