Study On The Lack Of Rural Feelings Of Rural Teachers And The Cultivation Path

Building a group of high-quality,affectionate and persistent rural teachers is a natural requirement to promote the construction of rural teachers and improve the quality of rural education under the background of rural revitalization.The Support Plan for Rural Teachers(2015-2020)clearly proposes to strengthen the localization training of rural teachers and gradually form a situation of "getting down,staying and teaching well".Undoubtedly,local feelings are the deepest background and the most stable "internal structure" of this situation.Rural teachers’ local feelings are comprehensive feelings such as rural teachers’ knowledge and understanding of local culture,recognition of professional identity,deep care for rural children’s physical and mental development,and dedication to rural education revitalization.Based on this,this paper comprehensively draws lessons from the existing literature,and determines the dimensions of local feelings as local cognition,local identity,local emotion and local ability.This paper takes the rural primary school in C county of Chongqing as the research object,and studies the current situation of the lack of rural feelings of rural teachers and the cultivation path.Based on questionnaire preprocessing and interviews with some rural primary school teachers,this study compiled a questionnaire about rural primary school teachers’ local feelings,investigated rural primary school teachers in C county,finally collected about 500 sample data,and interviewed 13 rural teachers and 2 teachers in charge of education in depth.Through the summary,statistics and analysis of sample data and interview materials,the following conclusions are drawn: the lack of rural feelings of rural teachers is common,the overall score of measurement indicators is low,and the internal differences are obvious;To the external environment in rural areas,there are also rural teachers’ own factors such as gender,age and education,and there are differences in four dimensions: local cognition,local identity,local emotion and local ability.In addition,through the dimensional analysis of the lack of local feelings,it is found that rural teachers mainly have the problems of insufficient local cognition,low local identity,lack of local feelings and insufficient local ability;Further analysis shows that the reasons for the lack of rural feelings of rural teachers lie in four aspects: the unsatisfactory social environment,the transformation period of social relations reconstruction,the educational tendency of leaving agriculture and land,and the one-sided personal orientation.Based on the current situation of rural teachers’ lack of local feelings and the analysis of influencing factors,this study puts forward targeted cultivation paths: in terms of institutional support,it is necessary to strengthen rural teachers’ economic security,implement and improve relevant educational policies and systems,and improve teachers’ training and management systems;In terms of environmental improvement,attention should be paid to speeding up the construction of rural ecological environment,strengthening the construction of cultural environment and improving the living environment of rural teachers;In the aspect of education guarantee,it is necessary to strengthen the construction of localized pre-service and post-service education and training system for rural teachers;In terms of social concern,measures should be taken to revive the social prestige of rural teachers,promote their sense of belonging to the countryside and enhance their local teaching ability;Finally,teachers themselves need to work hard to build local knowledge to promote professional development,strengthen selfendogenous growth,form internal and external synergy,and promote the generation and development of rural teachers’ local feelings.