"Supporting Intelligence" And "Supporting Aspirations":A Narrative Study Of Rural Education By Ping Le Principal Of Huangwan Elementary School

The revitalization of rural areas cannot be achieved without rural education,and the key to rural education lies in rural teachers.In the new era,"consolidating and expanding the achievements of poverty alleviation and comprehensively promoting the strategy of rural revitalization" has become one of the main goals of China’s economic and social development during the "14th Five-Year Plan" period,and education for poverty alleviation is an important measure to consolidate the achievements of poverty alleviation.Rural teachers,especially rural school principals,shoulder the dual roles of rural educators and rural builders.Therefore,how rural teachers can achieve both "intellectual assistance" and "aspiration cultivation" education in rural schools,and also cultivate rural schools as promoters of rural revitalization,has become a key issue of concern in all sectors of society.This study belongs to the "qualitative research" paradigm,and mainly adopts the method of "narrative research".The study takes the perspective of the theory of educational equity and the view of interrupting intergenerational poverty transmission through education,and selects Ping Le,a rural school principal,as the research object.The study presents the understanding and effectiveness of educational poverty alleviation by a rural school principal through his childhood growth,teaching experience in rural schools,and the process of "intellectual assistance" and "aspiration cultivation" education after becoming a rural school principal.The study found that Ping Le was born in a rural area in the 1980 s,and the family and learning environment allowed him to grow up in "intellectual assistance" and "aspiration cultivation" education from an early age.After graduating from teacher’s college and teaching in a rural school,Ping Le encountered important people in his life and experienced key events in his educational career,all of which prompted him to choose to root himself in rural education.Since serving as the principal of a rural school,he has raised the banner of "intellectual assistance" and "aspiration cultivation" education high,striving to do dream-oriented,distinctive,and passionate rural education,proposing to "let the children who go out have a nostalgia for their hometown,let the children who stay have dreams,and let all children have innovative thinking," and actively exploring "intellectual assistance" and "aspiration cultivation" through "small school big dreams," "small podium big education," and "small stage big growth."This study describes the image of Ping Le,a rural educator who has been running on the soil of the countryside for more than ten years,from the perspectives of the "educator" principal running the school,the "cultivator" teacher nurturing students,and the "comprehensive" student development,respectively.At the same time,it also analyzes his joy and sorrow in "intellectual assistance" and "aspiration cultivation" education,the effectiveness of educational poverty alleviation,and social influence,and expounds from the three aspects of the thorns and cages of the road ahead,the promotion and inheritance of educational missions,and the support points and highlands of rural construction.The study found that rural teachers not only have the professional mission of teaching and educating people and cultivating morality,but also have the social mission of dispelling ignorance and shining civilization.The country’s pursuit of common prosperity,the implementation of the strategy of rural revitalization,and the implementation of policies for education poverty alleviation cannot be achieved without the participation and support of rural teachers.Rural school principals are an important force in helping rural teachers achieve their professional and social missions.In order to better help rural education fulfill its mission of interrupting intergenerational poverty transmission,this study proposes the following suggestions: rural society should build a multidimensional support for the promotion of educational poverty alleviation in rural schools;rural schools should optimize the ecological environment of traditional educational ideologies and concepts;teachers should enrich and improve their comprehensive qualities to help rural poor children out of poverty and contribute to the great cause of rural revitalization strategy.