Research On Rural Students’ Identity Of Local Culture Education

Local culture is an important part of Chinese excellent traditional culture.Local culture is the sum of material civilization,spiritual civilization and ecological civilization with strong local colors created and accumulated by villagers in a specific region and space.It has distinct regionalism and uniqueness.There are abundant educational resources hidden in rural regional culture.Rural schools are the"watchmen" of local culture education.Carrying out local culture education in schools can not only enhance students’ identification with rural society,promote rural students to find the sustenance of local spirit,and build individual spiritual homes,but also enhance students’ awareness and value feelings of local culture,which is conducive to the extensive inheritance and development of local culture.This study is based on the theory of cultural identity,cultural consciousness and life education,and uses a variety of research methods such as questionnaire survey and interview survey.Taking rural schools in G County of Gansu Province as the key research area,six representative schools are selected to reveal the basic status quo and predicament of rural students’ rural cultural education identity.Starting from the schools,families and communities closely related to students as well as the internal and external factors of students themselves,the higher side of students’ rural cultural education identity and the side to be improved are found.At the same time,according to the local reality of G county,clear the optimization path of students’ local cultural education identity,enhance students’ sense of mission and responsibility of local cultural education identity.The research on rural cultural education identity of G County found that students’ emotional identity,value identity and behavior identity of rural cultural education were good,but their cognitive identity level was low.Through the difference test,it is found that there are significant differences between students’ gender and local cultural education in terms of overall identity,emotional identity,value identity and behavior identity,while there is no difference in cognitive identity.There are significant differences in overall identity,cognitive identity,emotional identity and value identity between students and their fathers,but no differences in behavioral identity.There are differences between students’ identity and mother’s education level in emotional identity.There is no significant difference between students’ identification and their grades and areas of residence.Through further analysis,it is found that the problems of students’ local cultural education identity are as follows:students’ cognitive identity of local cultural education is not good;The students’ willingness to study local culture is significantly different.Students’ understanding of local cultural value is lack of emphasis;The motivation of students’ local culture education behavior identification is insufficient,and the identity of informed behavior is inconsistent.On the one hand,rural culture education in rural schools can continue the ancient life memory of the local area,and promote rural students to have unique values and emotions for local living culture,local survival wisdom and local survival spirit.Rural schools should take the countryside as their foundation,enhance students’ sense of identity and belonging through the inheritance and development of local culture content in education,and further enhance students’ local feelings.Through exploring the factors that influence rural students’ local cultural education identity,the research finds that the limited rural curriculum resources hinder the students’ local knowledge penetration;The scarcity of local teaching materials makes it difficult to implement local content.The dilution of teachers’ local feelings affects students’ local identity;The existing evaluation methods are not conducive to the inheritance and innovation of local content;Family cultural capital objectively restricts students’ native ownership;Rural community function disorder to dilute the local atmosphere;The narrow rural space weakens the inheritance of local culture,which makes students’ identification of local culture education low.According to the local culture of G County,under the guidance of the principles of integrity,science,difference and life,with school education as the leading,family education as the basis and community education as the basis,starting from the existing curriculum resources,school evaluation methods,local textbooks and teachers’ feelings,as well as the enhancement of cultural capital in the family and the support of parents’ education concept,With the help of community development,students’ identification of local culture education should be optimized to realize the purpose of educating people through culture and culture,so as to enhance students’ fun in school education,broaden their horizons,deepen their feelings and feelings of the countryside,so as to promote the inheritance and development of local culture.