The Research On The Positioning And Guarantee Strategies Of Rural Teachers' Generalization

This paper studies the concept and practice of the "generalization" of rural primary school teachers in many places in China.Under the background of the revitalization of rural education,the construction of rural teachers has become a core issue related to education equity and the modernization of education in our country.However,rural teachers break free from the constraints of disciplines and develop in the direction of “generalist teacher” with important strategic significance.This paper combines literature analysis and field surveys on research methods.It uses questionnaire surveys and individual interviews as the main means to closely follow the development and evolution of the “generalization” concept of rural teachers.Combined with current typical practices,it tries to answer the following questions.Firstly,what should be the orientation of the “generalization” of rural teachers? What does it mean for rural education,rural teachers,and rural children? Secondly,what are the current difficulties faced by the “generalization” of rural teachers? How to effectively promote the “generalization” of rural teachers?First of all,this paper summarizes the practical basis and theoretical basis of the “generalization” of rural teachers and believes that the current “miniaturization” of rural schools raises the actual demand for the “generalization” of rural teachers' competency.And rural teachers “professional” and “local” dual qualities also make “generalization” put forward the rationality.Secondly,this article takes the practice of Chongqing and Guangxi as typical cases,analyzes the two “generalization” paths from pre-employment training and on-the-job training,and applies the theory of supply-side reform to current the practice of “generalization” reflects on the current position of “generalization” of rural teachers.There is a tool orientation of “emergency measures” to achieve the goal of “teaching all primary school curriculum”.This narrowed value is lack of the deep care for the future development of education and teachers,which has affected the continuation and promotion of rural teachers' “generalization”.Based on the results of field survey,this paper also analyzes the predicament faced by the “generalization” of rural teachers.Firstly,due to the constraints of identity of subjects,the rural teachers' general identity is low,resulting in subjective resistance;Secondly,due to the task difficulties,limited development prospects,and unbalanced returns and rewards have given rural teachers their approval and little involvement.Thirdly,the overall design of “enrollment-training-employment” for general education students is not yet complete.Fourth,there is lack of “general” learning resources that can promote self-improvement.Finally,the absence of local emotions and the divestment of native cultures make the “generalization” of rural teachers not only lack enthusiasm,but also tend to lose local features in urban standards.The study believes that the “generalization” of rural teachers must get rid of the current position of instrumentalism,focus on the overall development of human beings,and regard the implementation of “general education”,which is the essential attribute of general teachers,rather than “multi-disciplinary teaching”.On this basis,three major orientations of rural teachers' “generalization” are proposed: Firstly,the “generalization” points out common directions of the professional development of rural teachers;secondly,this tendency provides a complete education for the “full-person development” of rural children;thirdly,this trend preserves the people of ability for rural revitalization rural of education.On the basis of proper positioning,this paper puts forward some protection strategies that are conducive to promoting the “generalization” of rural teachers.Firstly,strengthen policy guidance and dissemination of popularization,which could change the cognition of the “generalization” of rural teachers;the second of all,putting forward suggestions of optimization for the dual paths,which are the keys to highlight the comprehensiveness and locality in the process;thirdly,the district and county governments to do a good job system design for the “generalist teachers”,which could support the “generalist teachers” who have just gone to work,to ensure their training and post-employment development;fourthly,relying on the Internet to develop “generalization” online curriculum resources to serve the rural teachers in self-study and lifelong learning;fifthly,starting from the outside,create a favorable environment for “generalization” of rural teachers by development of integrated primary school curriculum,give teachers the independent power to carry out courses,design of primary school teacher qualification certification and title assessment,reform of the teacher evaluation mechanism.