A Field Research On The Social Role Of Rural Teachers

As the main force of rural education,rural teachers have always been concerned highly by the domestic academic.The facts and truths that occurred in this group are always reminding us:in the rapid development of urbanization,still have non-equilibrium and non-equality reality between urban education and rural education.In addition,19 th CPC Nation Congress of the Party put forward the “implementation of the strategy of rural revitalization” also requires us that,in the critical moment of the development of rural education,the construction of rural teachers must be placed in the strategic position.However,in recent years,the government departments have carried out external and formal support for the development of rural teachers from policy guidance ? financial subsidies and other ways,but there are still some external and internal development dilemma and obstacles in the construction of rural teachers,which are the insufficient development support?single mode of development?narrow professional development goals of rural teachers.Therefore,this study in the perspective of sociology to explores the roles and responsibilities of rural teachers as “people” in different fields.The purpose of this study is to help rural teachers find their unique meaning and value as “rural teachers”and look for a sense of career as a teacher and a sense of belonging.As a whole,the research adopts a qualitative research method.The author starts from the three dimensions of “educational personnel”,“social personnel” and “institution person” by going deep into the micro field scene of L Town G Primary School in Henan Province,using observation,interview and other research methods to find deep truths and predicament hidden behind the diverse role of rural teachers.With the development of modern civilization and teacher specialization,the reconstruction of social structure,local culture,institution,power and other factors have made rural teachers show contradiction and complexity in their current role-playing.On the one hand,they stick to the duties of rural teachers,inherit culture and teach knowledge assiduously,making due contributions to the development of rural primary education.On the other hand,in the face of the clamor of society and institutional rules,most of them are unwilling to “take root” in the countryside,yearning for promising places.The uncertainty between rural teacher' s social roles and the confusion of their self-role cognition affect their role seriously expected by society and restrain the educational vitality and creativity of rural teachers at the same time.Based on the above analysis,in order to re-recognize the career of rural teachers,rebuild the social role of rural teachers and enrich the life of rural teachers.Combining field research,the author believes that we can structure the social role of rural teachers from the perspectives of national policy support,social democratic guidance,teacher's individual self-directed development and so on.First,about national policy support,we should pay attention to the selection and training of rural normal students,so as to ensure that rural teachers have emotion of returning to the local.And we should improve the social treatment of rural teachers,give rural teachers a proper role in dignity and social status,guaranteeing the recognition of the professional role of rural teachers from the root.Second,about social democratic guidance: to establish the proper social recognition mechanism,To respect the professional value and significance of rural teachers;To give democratic management and guidance to the professional development of rural teachers themselves,From the exogenous aspect,it creates a relaxed,tolerant and harmonious educational ecology for rural teachers' social role construction.Third,about teachers' self-development the teacher's individual is the key to the construction of his social role,therefore,in the context of modernization,it is necessary to cultivate rural teachers' emotional attachment and cultural self-confidence to rural society,so that they can accept the countryside from the bottom of their hearts and serve the countryside.At the same time,the self-development of rural teachers should be able to be independent of rural areas,which requires rural teachers to consciously improve their teaching literacy and ability consciously,thus open wide and healthy space for the development of rural society.