| Strengthening teachers is the key to revitalize rural education,and teaching and research is the characteristic way of teachers’ professional development in China.At present,it is difficult for rural primary schools to meet the needs of building a high-quality education system in the new era.Re-examining the connotation and value of teaching and research from a cultural perspective is not only the only way for the professional development of rural teachers,but also one of the breakthrough paths for rural primary schools to change themselves.The teaching and research culture of rural primary schools is rural primary school teachers.In the process of education and teaching research,the values,ways of thinking,educational ethical relations and codes of conduct accumulated over a long period of time can be divided into three levels:teaching and research material culture,teaching and research system culture and teaching and research spiritual culture.It has the unique value of confirming the professional identity of rural teachers,nourishing their professional growth,constructing new educational ethics and cultural ethics,and promoting the connotative development of rural primary schools.This study adopts the methods of literature study,questionnaire survey,interview and observation to investigate the current situation of teaching and research culture construction in rural primary schools in Hainan.It is found that in recent years,the teaching and research awareness of rural teachers in Hainan has been significantly enhanced,the teaching and research work in rural primary schools has become normalized,the teaching and research systems at all levels have become more perfect,and the results of rural teaching and research have become increasingly rich and diverse.However,it also faces practical difficulties such as the value of teaching and research culture in rural primary schools is not fully demonstrated,the subjective value of rural primary school teachers is difficult to reflect,and the uniqueness of rural education field is not paid attention to.Through the attribution analysis of the practical difficulties in the construction of teaching and research culture in rural primary schools in Hainan,this study finds that the construction of teaching and research culture in rural primary schools in Hainan is not only related to rural primary schools and rural primary school teachers,but also related to county-level teaching and research institutions and education management departments.Based on this,this study aims to explore the optimization path of teaching and research culture construction in rural primary schools in Hainan from the aspects of improving the ability of teaching and research culture construction in rural primary schools,enhancing the consciousness of teaching and research culture by rural teachers,optimizing the teaching and research service function of county-level teaching and research institutions,and improving the guidance of teaching and research policies by education management departments,in order to realize the good teaching and research ecology of nourishing teaching and research activities with teaching and research culture.Make rural teachers actively construct a benign teaching and research mechanism with subjectivity,communication,dialogue and sustainability,supported by rural school teaching and research culture,guided by value,humanity and ethics,and cultivate rural teaching and research culture soil and atmosphere to further confirm rural teachers’ professional identity,deepen their ideological understanding and improve their teaching ability.We should build a real educational community in which rural teachers coexist,advance together,coexist and win-win,so as to enrich rural school culture and teacher culture,promote the continuous development of rural schools,help revitalize rural education,and effectively realize the educational mission of teaching and educating people. |
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