【作者基本信息】 华中师范大学， 教师教育， 2019， 硕士
【Abstract】 Teacher’s professional identity refers to the individual teachers’acceptance and recognition of their own profession,which is the internal driving force of teacher’s professional development.Rural teachers are responsible for the educational work in the vast rural areas of China.Their professional identity not only affects their professional development,but also affects the quality of rural education and teaching and the development of rural students.Therefore,the professional identity of rural teachers is particularly important for rural teachers.In recent years,the party and the state have promulgated a series of relevant policies to promote the integrated development of compulsory education in urban and rural areas and strengthen the construction of rural teachers,such as“the Plan to Support Rural Teachers(2015-2020)","the Opinions of the Central Committee of the CPC and the State Council on Comprehensively Deepening the Construction and Reform of Teachers in the New Age",etc.These policies have mobilized rural teachers’work enthusiasm and have important influence on the professional identity of rural teachers.Therefore,this research takes rural regular junior secondary school teachers as the object of study,theoretically establishes the structure of rural regular junior secondary school teachers’professional identity by literature analysis method and compiles questionnaire and interview outline.Through item analysis and factor analysis of the questionnaire,the structure of rural regular junior secondary school teachers’professional identity is tested and adjusted,and a formal questionnaire is formed.A survey is carried out among rural regular junior secondary school teachers in Luoning county,Henan province by using questionnaire and interview.It aims to know the current situation and the differences in different variables of rural regularjunior secondary school teachers’professional identity in the new age and analyzes the reasons,so as to propose relevant countermeasures and suggestions,which provide the empirical reference for the rural school to formulate the teacher management system and the education administrative department to formulate the relevant policies.The results show that:(1)The structure of rural regular junior secondary school teachers’professional identity is composed of four dimensions:occupational environment,occupational cognition,occupational emotion and occupational ability.(2)The professional identity of rural regular junior secondary school teachers is above the average level in Luoning county,Henan province.However,the score of the professional identity of rural regular junior secondary school teachers is unbalanced in four dimensions,among which the score of professional emotion dimension is the highest and the score of professional environment dimension is the lowest.(3)There is significant difference of rural regular junior secondary school teachers’professional identity in the variable of professional title.In contrast,it has no significant difference in the variables of marital status,teaching age,major,regular and school location.In addition,there are significant differences in the individual dimensions of the variables of gender,age,education background,post,monthly income,teaching grade and number of teaching subjects.Based on the analysis of the status quo of rural regular junior secondary school teachers’professional identity and the differences in different variables,the countermeasures and suggestions from four aspects of government,social,school and teacher are come up with.Firstly,the government should intensify policy publicity,establish effective supervision mechanism to ensure policy implementation,and continue to increase support for rural compulsory education.Secondly,the society should actively create a atmosphere of respecting teachers and valuing education and form the social-family-school trinity education system.Thirdly,the school should reduce the burden on teachers to make teachers’focus return to teaching,create a cooperative and mutual aid campus atmosphere,and improve the teacher assessment and evaluation mechanism.Finally,the teacher should establish the correct professional values,learn to adjust self,and set up the concept of professional development to constantly improve their professional quality.
- 【网络出版投稿人】 华中师范大学