A Study On The Identity Of Public Funded Normal University Students In Local Colleges

In June 2015,the "Rural Teacher Support Plan(2015-2020)" pointed out that through three to five years,through the method of oriented training of teacher students,it will take three to five years to train a large number of outstanding young teachers with high quality and suitable for rural education,and to transform the rural teacher team.Construction is backward.my country’s current public-funded teacher-training colleges and universities are mainly divided into two types: ministry-owned normal colleges and local colleges and universities,of which local colleges and universities are the top priority and are responsible for the development of regional education quality.However,my country currently trains public-funded normal students It is mainly based on the six subordinate normal colleges of the Ministry of Education,and its research is mainly concentrated in the six subordinate normal colleges,and to a certain extent,it ignores the research on the publicly funded normal students of local universities.Therefore,understanding the current situation of publicly funded teacher students in local universities and exploring and solving the related problems of publicly funded teacher students in local universities will help to improve the relevant policies for the training of publicly funded teacher students in local universities and optimize the training path of publicly funded teacher students in local universities.This research starts with the "identity" of the publicly funded normal students of local universities,and takes the publicly funded normal students of local universities in Sichuan Province as the research object,using the survey and research method,mainly in the form of questionnaires,and interviews as the supplementary method.The basic status of normal students’ identity.Based on the existing questionnaire on the identity of publicly funded normal students,the study divided the identity of publicly funded normal students of local universities into four dimensions: role recognition,emotional experience,professional will and behavior orientation."Student Identity Questionnaire" conducted a questionnaire survey of 500 publicly funded normal students in Sichuan Normal University,and randomly selected eight publicly funded normal students to conduct in-depth interviews.The study found that the level of identity of publicly-funded normal students in local colleges and universities is generally higher.However,there are still many problems,which are mainly manifested as insufficient role recognition and lost teacher roles;weak identity emotions and insufficient sense of belonging;relatively vague behavioral orientation and insufficient professional learning motivation;insufficient professional will,and intentions to breach contracts sometimes appear.Based on self-identity,social identity,and need-level theory,the reason is that the content of the state’s publicly funded education policy is not accurate enough;the implementation of the local government’s publicly funded teacher student policy is mere formality;the social support for publicly funded teacher students is insufficient;the training of publicly funded teacher students in local universities the unsound system;the relatively weak quality of publicly-funded normal students are the root causes of problems in the identity of publicly-funded normal students.Therefore,to effectively improve the identity level of publicly funded teacher students in local universities,multi-party cooperation is required,that is,the state,local governments,society,local universities,and publicly funded teacher students need to work together.First,shorten the service period,increase service time and regional selectivity,and refine the funding policy to ensure that the country’s policy for publicly funded teacher students is scientific and humanistic.Second,implement a mechanism for the advancement and retreat of publicly funded teacher students,and strengthen policy publicity,so as to strengthen the local government’s implementation of the publicly funded teacher student policy.Third,strengthen the support of public opinion,improve the professional treatment of rural teachers,and provide a good external environment for publicly funded teacher students in local colleges and universities.Fourth,optimize the curriculum and strengthen teaching practice to improve the curriculum system for publicly funded normal students in local universities.Fifth,improve one’s own professional ability,correct the motivation of teaching,and shape the identity from the public-funded teacher students of local colleges and universities.