Research On The Status Quo Of Rural Primary School Art Teachers' Role Identity

The development of education is based on teachers,and teachers are a key factor in promoting education reform.Although rural elementary school art teachers are in a weak position among the teachers in our country,they play a pivotal role in the development of aesthetic education in rural areas.Their professional development determines the implementation of the core literacy of the art discipline in rural areas,and role identification is the decision important indicator of the level of teacher professional development.Teacher role identification refers to teachers' cognition,understanding and experience of their profession and internalized professional roles.Through role identification,teachers' sense of professional belonging,professional development willingness,and professional behavior tendencies can be understood.Therefore,it is particularly important to investigate and analyze the status quo of the role identity of art teachers in rural primary schools.This research mainly adopts literature research method,questionnaire survey method and interview method,and selects 91 rural elementary school art teachers in D County,Hunan Province as the research objects.Firstly,it summarizes and summarizes the development of art teachers' role from a theoretical perspective.Based on previous research results,the connotation and main components of the role of art teachers in rural primary schools are determined.The value dimensions and different levels of teacher role identification are explained,laying a theoretical foundation for subsequent empirical analysis.Secondly,self-made questionnaires based on the theory of teacher role identification,and used SPSS statistical software to process the data,and analyze the differences in teacher role identification from several aspects such as gender,teaching age,education background,and teaching.At the same time,20 teachers were selected to conduct interviews to gain in-depth understanding of the factors that affect the role identification of art teachers in rural primary schools.The results show that the influencing factors of teacher's role identification are mainly presented in four aspects:First,Role recognition: the bias of entry motivation and external expectations.Second,Role adaptation: the distance between the knowledge reserve and the needs of rural art education.Third,Role dilemma: The gap between enthusiasm and lack of support.Fourth,behavior adjustment: role reconstruction and realization of self-worth.Finally,in response to the survey,several thoughts on promoting the role of art teachers in rural elementary schools are put forward: First,cultivate educational feelings and enhance professional emotions.It is mainly reflected in the need to strengthen the propaganda of rural aesthetic education and improve the mechanism for teachers to enter.Second,update the knowledge structure and change the concept of education.Teachers should actively enrich their personal knowledge and formulate career plans.Third,strengthen humanistic care and give play to the role of the group.Use group communication to promote collaborative reflection.Fourth,combine education practice to enhance development awareness.Through role learning,the overall quality of teachers is improved,and teachers are guided to establish the concept of lifelong learning.