A Case Study On Cultural Adaptation Of New Teachers In Ethnic Rural Primary Schools

Rural revitalization is an important national development strategy in the new era of socialism with Chinese characteristics.Rural revitalization must rely on rural education,and the development of rural education can not be separated from the construction of rural teachers.Rural teachers are the most direct undertakers of the development of rural education,they are the guides of children’s knowledge learning and the shapers of good behavior.In the multi-cultural era,each cultural group has its own unique cultural imprint.When two or more cultures collide with each other,the problem of acculturation will inevitably arise.Man is an animal hanging on the net of his own meaning.It is precisely because of the different cultural environment in which he grows up that each teacher has his own unique cultural characteristics,how to realize the existence of cultural differences,actively adapt to different cultures,with a view to transcending culture has become a problem to be considered.H township is the only Hui people township in Guangxi Zhuang Autonomous Region,with 38% of the population of Hui people in the district.C primary school is located in h township.As an ethnic minority village school,c primary school is rooted in the Hui people culture,at the same time learn other ethnic culture,in order to achieve multi-cultural symbiosis in the school.This research takes five new teachers in C Primary School as the research object,and“New teachers’ cultural adaptation” as the main research content,by means of interview and observation,this paper first introduces the cultural features of the new teachers in ethnic rural primary schools,and then objectively presents the current situation of the new teachers’ adaptation to regional culture,school and professional culture,on this basis,we select typical cases to show the process of cultural adaptation from pressure-adaptation-growth of new teachers in ethnic rural primary schools,how to carry out good cultural adaptation step by step for new teachers in ethnic rural primary schools to achieve cultural transcendence and sum up the characteristics of good teachers with cultural adaptation.It is found that the factors affecting the cultural adaptation of the new teachers in ethnic rural primary schools are objective and subjective.The objective factors include the society and the school,the weak social support and the lack of the organizational environment of the school are the resistance to the cultural adaptation of the new teachers in ethnic rural primary schools,and the subjective factors refer to the reasons of the individual teachers,the difference of personal life history has far-reaching influence on the cultural adaptation of the new teachers in ethnic rural primary schools,the lack of teachers’ cultural cognition affects the adoption of different adaptation strategies and the achievement of different adaptation results.The research shows that the effect of new teachers’ cultural adaptation is the result of the interaction of multiple factors,and the exploration of the optimized path of new teachers’ cultural adaptation in ethnic rural primary schools should be considered from multiple angles.From the social point of view,to improve the welfare of rural teachers,rural teachers to build a social and emotional support system for the new primary school teachers to provide material and spiritual security.From the perspective of schools,optimizing the organization and management of rural schools and strengthening the mechanism of teacher professional training provide institutional support for the cultural adaptation of new teachers in ethnic rural primary schools.From the individual point of view,adjusting the cognitive style of novice teachers and forming a good attitude of cultural adaptation is the power source of cultural adaptation of novice teachers in ethnic rural primary schools.