Abstract:

The high-quality development of rural education requires the promotion of a stable and high-quality teacher team, and the educational sentiment of rural teachers is the internal motivation and spiritual support to motivate them to stick to the cause of rural education. From the perspective of localization, it can be seen that the educational sentiment of rural teachers has three dimensions:“educational knowledge”, “educational responsibility” and “educational love”. “Educational knowledge” is the foundation and premise, “educational responsibility” is the transformation and transition, and “educational love” is the advanced expression of educational sentiment. Rural teachers’ educational sentiment is generated and nourished in the real space of rural education, but it is currently facing the decontextualization of “educational knowledge”, the decline of “educational responsibility” and the loss of “educational love”. As relief measures, one is to be based on the local society and rural education environment, nourishing the “knowledge-responsibility-love” of rural teachers; the other is to strengthen the localization training and local practice of rural teachers, so that their educational sentiment can be stabilized and nurtured in a dynamic generation.

Key words: rural teachers, educational sentiment, generation mechanism, realistic path, localization