| In the field of rural primary education,general subject oriented teachers to a large extent alleviate the problem of the lack of teachers in rural teaching sites.However,in this process,it is difficult for rural general subject oriented teachers to be knowledgeable and professional,and it is difficult and long to realize deep interdisciplinary integration.After entering the workplace,rural primary school students in the general subject orientation normal university not only need to face the challenge of transforming themselves from students to teachers,but also need to cultivate their professional identity based on the premise of "rural primary school general subject orientation",and find a stable direction for their future professional development.This research will focus on "How is the identity of a general subject oriented teacher constructed in rural primary schools? The main question is discussed.In general,the first five chapters do show signs of chronological progression.The first chapter deals with the interpretation of the background information of individual growth.Chapter two to five is an individual multiple dimensions,including classroom teaching,education management experience,curriculum development,professional education experience four dimensions,related content from the perspective of individual internal self consciousness,the main question to answer,through the"original cognitive conflict,tension,commissioning acceptance" of the journey,In the mode of "mining conflict and theoretical analysis" to gradually find the power of self-reflection,self-motivation and self-tolerance;Chapter six is the summary and improvement of individual experience.The theoretical support for this comes from the relevant research of Payner’s existential experience course,and the central argument of the thesis is consistent with this: "The teacher’s self is hidden in the never-ending self-analysis and questioning." From this,we can know that the narrating logic of the whole text follows the steps of autobiographical research.The purpose of this study is to describe the construction of professional identity in detail,and to improve the universality and abstraction based on relevant cases.In the chapter,difficulties and gains appear alternately,which proves that teachers’ professional development process is circuitous in the back.It shows that the detailed process of teacher professional development is hidden in the description of teacher professional development stage.Therefore,another clue of this research is about the forms of teachers’ professional development: that is,how I focus on myself to explore the internal conflicts under the stability of external work given by "orientation" policy;How to break through the self-centered vision and move towards a broader teaching space;How to distinguish the contradiction between the smooth transformation of professional identity of "general Subject" normal university students and the urgent needs of rural backbone teacher training;In addition,under the urban-rural dual opposition pattern,rural teacher groups have certain utilitarianism in the process of self-occupation review.How can I recognize the utilitarian mentality in my work and find the educational core conducive to the growth of independent spiritual individuals?In the constant struggle and debugging,the identity of the main rural primary school general subject oriented teachers is gradually constructed.The review and analysis of the past experience from different perspectives in this paper provide sufficient research accumulation for me to more comprehensively examine my own professional development path in the future,and my self-identity construction will continue to step on the never-ending generation and improvement road.Looking forward to my future growth as a general subject oriented teacher in a rural primary school,I should be brave and positive towards events in my own professional affection cultivation,learn to accept loneliness and confrontation,and identify with experience.In the development of the professional ability of education and teaching,we should know how to cast the educational vision into a broader space,pursue the whole education,dare to give full play to the advantages of all subjects,dare to cultivate the courage of scientific research,and explore the integration of classroom;In the construction of professional groups for class and team management,we should guard against the improper traction of utilitarianism and individualism,improve our own personality,be diligent in reflection and accumulation,and be willing to create and make progress together. |
