Research On The Dilemma And Countermeasures Of The New Generation Of Rural Teachers’ Identity

The identity of rural teachers is the logical starting point for the construction of rural teachers in the new era,the ethical support for the professional development of rural teachers,and the objective requirement for the modernization of rural education.The new generation of rural teachers have injected vitality and hope into the rural teacher team.Whether they can produce positive identity is directly related to the future prospects of rural education and the quality of talent training.Therefore,it is of great practical significance to study the identity of the new generation of rural teachers.As a generation of "new rural elites" who grew up in the wave of China’s reform and opening up,the new generation of rural teachers have experienced urbanization,information technology and modern education reform.They have dreams and burdens.They are torn between urban and rural areas,confused between staying and moving,and facing multiple dilemmas in the process of identity identification and professional development.The positive identity of the new generation of rural teachers includes not only the independent,conscious and confident standard cognition and internalization of teachers,but also the multi-recognition and attention of the country and society to their identity as teachers,which are the premise of each other.In recent years,from the central government to the local government,many practical policies and measures have been adopted in the construction of rural teachers,such as the cultivation of public funded normal university students,the special post teacher plan,the "three support and one support",etc.,which have achieved remarkable results.In July 2020,the Ministry of Education and other departments issued the "Opinions on Strengthening the Construction of Rural Teachers in the New Era",the construction of rural teachers entered the overall promotion stage,and the living conditions and career development of the new generation of rural teachers received great attention.However,what is not optimistic is that the total loss of this group is increasing every year,the structural shortage of rural teachers is prominent,and there is a shortage of high-quality teachers.Rural education is still lagging behind urban education.This study based on the theory of sven goran eriksson’s theory of personality development stages,starting from the perspective of identity,the 200 new rural teachers at L area to carry out the questionnaire,and interview the 15 new rural teachers,school district in long beach,understand the current new rural teachers in the identity of the predicament,embodies in three aspects,respectively is trouble living predicament,knowledge and culture.The main reasons that lead to the identity dilemma of the new generation of rural teachers are the confusion and confusion of internal self-adjustment of teachers and the lag and imbalance of external group formation.Finally,the author "longitudinously" explores the ways to improve the identity dilemma of the new generation of rural teachers from four perspectives: individual teachers,social organization culture,national policies and teacher professional development.We hope to help the new generation of rural teachers to build identity confidence,awaken teaching faith,root local feelings,and achieve self-transcendence.