A Narrative Study On The Role Adaptation Of Newly Recruited Rural Targeted Normal Students

With the rapid development of society,more and more attention has been paid to the field of education,especially rural education.Under the background of rural revitalization strategy,the state has imported teachers for rural areas through various measures.In order to further strengthen the construction of rural teachers,since 2016,some colleges and universities in S province have trained a large number of high-quality young teachers for rural areas in various cities by means of directional training of normal students.In 2020,the first batch of directional normal students in S province began to enter their own jobs after graduation.In order to deeply understand the role adaptation of newly recruited directional normal students,this paper mainly adopts narrative research,and selects three rural primary school teachers who are the first batch of directional normal students in J County,S Province as the research object.Based on the interview method,it goes deep into the teaching place of the research object and explores the role adaptation of the research object.After sorting out and analyzing the interview and observation data,this study shows the status quo of the role adaptation of the three research objects in the form of stories,and makes an in-depth analysis of the stories of the three research objects,summarizes the problems of the three research objects in the role adaptation,explores the influencing factors,and finally puts forward the optimization strategy.This paper takes ’ environmental adaptation ’,’ psychological adaptation ’,’ teaching adaptation ’ and ’ interpersonal relationship adaptation ’ as the main dimensions of research.Educational narrative research was carried out on three highly representative rural new orientation normal students.By describing their educational stories with ’ plots and themes ’,especially the ’ key events ’ in their professional life,this paper describes the adaptation dilemma they encounter when they are newly appointed : inadaptability to the general environment of the teaching school,deviation in professional cognition,slow role transformation,unstable professional beliefs,insufficient management ability,insufficient education and teaching ability,large non-teaching workload,and difficulty in coordinating interpersonal relationships with students,parents and colleagues.Through the return of events.