Cultural Analysis Of The Policy Implementation Of “rural Teacher Support Plan” In Ethnic Areas

Education is the foundation.The General Secretary Xi Jinping's report on the Nineteenth Party Congress carried out a new round of comprehensive deployment on “priority in the development of education.” We should give top priority to the education cause,focus on education,and educate the people of our country.Throughout the ages,the healthy development of the country depends on the overall improvement of education.The improvement of education in weak regions is an important factor that restricts the sound development of education and balanced development.At this stage,how to solve the lagging problems of rural education in rural areas,especially in ethnic areas,has become an urgent and important task.To promote the development of rural education,rural teachers are the key.On June 1,2015,the State Council promulgated a teacher development policy aimed at achieving equitable education and improving the quality of education in rural schools-the "Village Teacher Support Program(2015-2020)".The teachers in minority rural areas have been continuously improved,and rural teachers have been continuously improved.The sense of honor has continued to increase,and the level of education and culture in minority areas has greatly improved.This article takes the “Village Teacher Support Program” policy as an example,takes education policy analysis,culture,and political culture theory as the theoretical basis,selects Wanshan District of Tongren City,Guizhou Province as the survey object,and investigates the current “Village Teacher Support Plan” policy in Wanshan District.The status quo of implementation,based on the analysis of the effectiveness and problems of the implementation of the policy,further analyzed the causes of the problem and proposed suggestions for improving the policy.This article analyzes the content of the “Country Teacher Support Program” policy text and puts forward the problems in the policy text: first,the policy object is not clear;second,the policy goal is not clear;and third,the policy measures are not specific enough.The author investigates the "Village Teacher Support Plan" policy in Wanshan District of Tongren City,Guizhou Province and finds that the effectiveness of the policy has been achieved mainly in three aspects: First,the living conditions of rural teachers have improved;Second,rural education has been scientifically Development;Third,the structure of teachers in rural schools has been optimized.The problems existing in the implementation of its policies are as follows: First,the teachers are in short supply;the loss is more serious;the second is the overstaffing of teachers;the number is still insufficient;thirdly,it is difficult to evaluate and hire teachers,and personal development is limited;fourth is the ability of teachers.The quality level is uneven,and the quality of teaching is difficult to guarantee.Fifth,urban and rural teacher exchanges work in the form,and the effect is not obvious.The cultural causes of the current state of policy implementation are mainly analyzed from three aspects: material culture,spiritual culture,and institutional culture.Material and cultural aspects: First,the pursuit of material enjoyment,teachers' professional ethics have been reduced;Second,the pursuit of economic income,parents ignore the importance of family education.Spiritual and cultural aspects: First,the overall quality of the teaching staff is not high,and the level of teachers' teaching is uneven.Second,teachers are accustomed to empirical-style cultural models and are in conflict with the education reform.Institutional culture: First,the interpersonal relationship network affects the implementation of the policy,which is not conducive to the smooth realization of the policy objectives.Second,the prevalence of local protectionism and the prevalence of policy implementation blockade.Finally,the proposal for cultural reform for the effective implementation of education policies is also analyzed from the three aspects of material culture,spiritual culture,and institutional culture.In terms of material culture: First,the country should improve its existing teacher policy and gradually increase the salaries and benefits of teachers;second,it should promote the development of economic development in ethnic regions through the implementation of a precise poverty alleviation policy.In terms of spiritual culture: First,teachers should actively participate in training programs organized by education administrative departments at all levels;second,they must change professional ethics and education concepts to improve teachers' professional identity.Institutional culture: First,improve the supporting laws and policies related to the “Village Teacher Support Program” policy;second,implement the revitalization of rural economic policies and promote the coordinated development of urban and rural education.