The Influence Of Rural Primary School Teachers' Identity On Teaching Anxiety

The level of teacher identity is an important indicator to measure the development of teachers,and is also a mediator to promote the growth of teachers.Whether teachers can have a correct understanding of their own identity,whether they can really understand the characteristics of teachers' profession and form positive identity,not only affect their educational life and professional development,but also affect the improvement of the quality of teachers.Too low or too high teaching anxiety will affect teachers' teaching activities,and the trust relationship between teachers and students will be directly or indirectly affected.The problems of teachers' teaching anxiety and identity have been studied by previous scholars,and the optimization strategies of identity and the ways to alleviate the anxiety of teaching are also put forward.However,the lack of research on the group of rural primary school teachers shows that there is a gap in the relationship between teachers' identity and teaching anxiety in the past research.Based on this,this study uses questionnaire survey,interview and other methods to explore and study the influence of rural primary school teachers' personal identity on teaching anxiety,and puts forward the feasibility of construction Discussion.In this study,318 rural primary school teachers in Yingshan County were investigated by using the questionnaire of primary school teachers' identity status,which was adapted by zhaizhenzhen(2020)and the questionnaire of primary school teachers' teaching anxiety by suhuimin(2019).The results show that:(1)the identity of rural primary school teachers needs to be improved,and professional identity needs to be strengthened;(2)the level of teaching anxiety of rural primary school teachers is high,and the attention is especially needed before teaching;(3)the identity and anxiety of rural primary school teachers are significantly negative;(4)the identity of rural primary school teachers has a negative predictive effect on teaching anxiety,and personal body The identity has a significant predictive effect on teaching anxiety;(5)identity affects teaching anxiety through salary,title,grade,education and other factors.The conclusion is that the identity of rural primary school teachers can predict the anxiety of teaching negatively,and influence the factors such as salary,title and grade,education background.Based on the previous research,the author concludes and analyzes the overall characteristics of the relationship between the identity of rural primary school teachers and teaching anxiety: the identity of rural primary school teachers needs to be improved,and the space for professional identity is relatively large;the level of teaching anxiety of rural primary school teachers is high,especially before and during teaching;the identity of rural primary school teachers has negative prediction of teaching anxiety effect.According to the above problems,the following improvement strategies are drawn: first,to guarantee the salary and treatment of teachers,to constantly enhance the professional attraction of teachers;secondly,to improve the education background of rural teachers and to establish an orderly flow mechanism for urban and rural teachers;third,to strengthen the rigid restriction of policy implementation and improve the sense of teachers' all-round access;fourthly,to build a social support network to create a good atmosphere of respecting teachers and emphasizing education;fifth,to reasonably position teaching Teacher role,ease teaching anxiety.