A Study On Independent Development Of Rural Teachers In Ethnic Areas

In the process of modernization of ethnic areas appear a lot of discomfort.Education is the basic project of rural rejuvenation under the advocacy of "helping the poor and helping the wisdom first ",but in the course of the new curriculum reform,there are many contradictions in rural education for the new educational concept and educational goal,which is mainly manifested in the rural nature of rural education,which is born and eager to get rid of.Education depends on the actual situation of rural areas in the developing ethnic areas to study education,to find the cultural foundation of rural education development and to solve the problem of rural education scene elements.Whether the rural teachers,as the soul of rural education,can actively integrate into the villages of ethnic areas,use the existing space resources to solve educational problems and improve the quality of education is particularly important to improve their own resource application and ability to cope with difficulties.Therefore,this study puts rural teachers back into the current rural space of ethnic areas,based on the rural reality of ethnic areas,under the guidance of anthropology,using the perspective of space,to analyze the situation of rural independent development.Firstly,the study takes Shanglin County of Guangxi Zhuang Autonomous Region as the research area,uses the field investigation method to go deep into the real life scene of the villages in the ethnic areas.On the one hand,it forms a relatively stable spatial memory and cultural atmosphere under the construction of specific natural environment and historical accumulation,and the development of rural teachers is deeply rooted in the fertile soil of national culture;on the other hand,it is in the process of modernization,and many new rural conditions are emerging.Rural education and the development of rural teachers in ethnic areas provide opportunities but also bring many challenges.Secondly,on the overall grasp of the ethnic areas in Shanglin County to investigate the autonomous development of rural teachers in ethnic areas.It is found that under the same material conditions in the national space of Shanglin County,there are two kinds of teachers who develop independently and passively.These developments are mainly manifested in the four aspects of professional cognition,difficulty solving,resource utilization and learning promotion produced by the interaction between individual and space.In the same national space,independent development teachers have accurate orientation,clear goals,strong sense of responsibility,can actively overcome and solve the difficulties faced by rural education,and make full use of resources,seize learning opportunities,improve themselves;and passive Negative development of teachers,vocational awareness is vague,trapped in complex administrative affairs,home-school cooperation difficulties,development intention is not strong,passive participation in learning and training.Thirdly,this part mainly discusses why some teachers show passive development under the same objective conditions within the same ethnic region.What are the reasons for the passive development of rural teachers in ethnic areas? This section,from the perspective of space,combined with the individual life course and life experience of ordinary teachers,finds that passive development teachers in the interaction with rural space in ethnic areas,long-term positioning of rural education and their own work on the edge of the position,on the one hand,the edge of rural areas in ethnic areas constantly magnified,on the other hand,they are at the edge of rural education space in ethnic areas,give up their own in the edge of the space,the active consciousness of personal development,and thus fall into the situation of passive and negative development.Fourthly,the existence of some independent development of rural teachers in ethnic areas provides many enlightenment for us to pursue the possible path of independent development of rural teachers.The recognition of the space and value of rural teachers in ethnic areas is an important part to guide their actions.This part is to explore how rural teachers can realize the return from the edge to the center,transform the educational reality with their own initiative development,build their own villages,and promote the overall promotion of national space.That is,through the independent development of individual teachers in space,further realize the overall promotion of rural education vitality.The conclusions of this study are as follows: firstly,ethnic areas should be regarded as the background and basis for the independent development of rural teachers,and the overall development of rural education in ethnic areas should be driven by the individual vitality of rural areas.At the same time,rural teachers should not generalize,but should pay attention to grasp the vitality of rural teachers,play a radiation and leading role;finally,we should fully grasp the role of learning for rural teachers in professional cognition,self-planning and the use of resources,strengthen training and guidance to promote the independent development of local teachers,so as to radiate the vitality of rural education,thus promoting the overall quality of rural education.