The “Reality Shock” of Novice Rural Teachers: Connotations, Influencing Factors, and Coping Strategies—Based on Ecosystem Theory

基于生态系统理论，乡村初任教师普遍面临着职业认同弱化、人际关系难融、乡村教育生态疏离与教师管理制度的片面化等诸多“现实冲击”，其动因在于其职业认知失调与职前教育的不适应、人际关系边缘化与归属感淡薄、乡村教育生态外围支撑不足、学校组织制度环境的薄弱性等。为此，从微观到宏观提出，联结乡村初任教师的职业认知与专业能力，筑牢认同基础；构建和谐的人际关系，提高其心理归属感；乡村政府与社区共建尊师重教的乡村教育生态，纾解初任教师适应困境；乡村学校优化组织制度环境，提升支持效能。Based on the ecological systems theory, rural novice teachers generally face numerous “realistic shocks”, including weakened professional identity, difficulties in integrating into interpersonal relationships, alienation from the rural educational ecosystem, and the one-sidedness of teacher management systems. The causes of these issues lie in the novice teachers’ cognitive dissonance regarding their profession, the inadaptability of their pre-service education, marginalization in interpersonal relationships, weak sense of belonging, insufficient external support for the rural educational ecosystem, and the weak organizational and institutional environment of schools. To address these challenges, strategies are proposed from the micro to the macro level: to connect the professional cognition and competencies of rural novice teachers to solidify their sense of identity; to build harmonious interpersonal relationships to enhance their psychological sense of belonging; to jointly construct a rural educational ecosystem that respects and values teachers through the collaboration of rural governments and communities, thereby alleviating the adaptation difficulties of novice teachers; and to optimize the organizational and institutional environment of rural schools to improve support effectiveness.