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Problems and countermeasures of rural compulsory education 1 abstract;
At present, there are still many problems in rural compulsory education in China, such as the backward concept of rural education, low investment in education funds, weak teachers, and mental health problems of left-behind children of migrant workers. In order to promote the further development of rural education and adapt to the needs of social and economic development, a series of measures must be taken to reform from the aspects of management system, fund input, teachers' team and changing parents' educational concepts. This paper mainly introduces the problems existing in rural compulsory education in China and the countermeasures for related problems.
Paper Keywords:
Rural compulsory education; There is a problem; Countermeasures
China has a large population, and the overall level of productivity development is not high. Under this condition, China has basically popularized nine-year compulsory education and basically eliminated illiteracy among young people. Compulsory education in rural areas has made remarkable achievements and provided a large number of high-quality workers for economic and social development. However, there are still some problems in rural compulsory education in China, such as poor school conditions, low level of teachers and education for left-behind children, which need to be solved urgently.
First, China's rural compulsory education problems
Poor conditions for running schools in rural areas
The National Education Development Research Center pointed out in the Report on the Sampling Survey of Rural Primary and Secondary Schools that "37.8% and 45. 1% of the desks and chairs in the sample primary schools and junior high schools are not complete; 59.5% and 70.3% of experimental teaching instruments are incomplete; 22.3% and 28.8% have dangerous buildings in classrooms or offices respectively; Teaching AIDS, ink, pen and paper, and chalk are insufficient, accounting for 32.55% and 35% respectively. By the end of 2002, except for Beijing, Tianjin, Shanghai, Jiangsu, Zhejiang and Guangdong, the total area of D-class dangerous buildings in primary and secondary schools in other parts of the country was 40 million square meters. " [1] With the increasing proportion of state investment in rural compulsory education, the area of dangerous houses is decreasing year by year, and the basic teaching facilities are becoming more and more perfect. However, the existing conditions of rural compulsory education can barely meet the basic needs of subject teaching, and there is still a certain gap from the requirements of comprehensively promoting quality education. For example, some modern teaching tools, such as multimedia classrooms, language laboratories and computer rooms, are still difficult to popularize and apply. In addition, due to the insufficient utilization of educational resources, the quality of rural education in China is far lower than that in cities.
(B) The construction and management of rural teachers need to be strengthened.
The development of rural education largely depends on the overall quality of rural teachers. Judging from the current situation of rural teachers, it is far from meeting the requirements of rural education development, and construction and management must be further strengthened.
First of all, there is a shortage of rural teachers and the education level is low. At present, most teachers in rural primary and secondary schools in China rely on previous teaching experience for teaching, and the concept of education and teaching is outdated. Compared with urban teachers, rural primary and secondary school teachers lack opportunities for further study and training, which is not conducive to improving the teaching level of rural compulsory education. In recent years, with the aging of the teaching staff structure and the constant updating of teaching content, some teachers are no longer competent for teaching, but due to the influence of local financial level, few normal graduates and ordinary undergraduate graduates are willing to teach in rural areas. Therefore, the teaching level of rural teachers is one of the factors that restrict the development of rural compulsory education.
Secondly, the lack of unified and effective management of rural teachers leads to the widespread phenomenon of substitute teachers in rural areas, which is not conducive to normal teaching activities. In the vast rural areas, teachers' salaries are generally lower than those of urban teachers, and with the increase of consumption index, some rural teachers are increasingly dissatisfied with their current living conditions. Some teachers, forced by their livelihood, hand over the teaching tasks to people who are not qualified for teaching, and spare more time and energy to do other things themselves, and only need to pay some substitute fees every month. On the one hand, we should see that the treatment of rural teachers needs to be improved, on the other hand, we should strengthen the management of rural compulsory education, conduct irregular spot checks on teachers and regular evaluation of teaching level, strictly investigate the phenomenon of teachers looking for substitutes, and ensure the normal development of teaching activities.
(3) The new theory of reading uselessness affects the development of schools and students' learning motivation.
In recent years, it is difficult for college students to find jobs after graduation and their income is low, which leads to a new theory of the futility of reading. Under the influence of this thought, on the one hand, students' enthusiasm for learning declined, on the other hand, parents also came up with the idea of learning uselessness or letting their children find jobs in advance to learn a trade, which led to a large number of students dropping out of school and being tired of learning. In the vast rural areas, the theory of reading uselessness is still recognized and respected by some parents. Although many farmers want their children to become talents, due to the limitations of rural economic conditions, some students still have no chance to enter colleges and universities with urban students.
(d) Migrant workers pay little attention to their children's education.
The definition of left-behind children is generally defined in academic circles as children under 65,438+06 who live and study in their hometown because one or both parents work outside the home. According to incomplete statistics, by the end of 2006, there were 22.95 million left-behind children in China, accounting for 20% of the rural population of the same age. At the same time, the proportion of students' parents going out to work at the same time accounts for 56.70% of the total number of migrant workers, accounting for half of the total number of migrant families; When one parent goes out to work, the number of fathers going out to work is obviously more than that of mothers. The statistical results also show that 4 1.24% of the left-behind children receive the family education of migrant workers, and students who have been in this generational education environment for a long time are more likely to have the habit of dependence, laziness, selfishness and inferiority, and are more likely to be depressed and inferior. With the increasing number of left-behind children, the education of these special children has increasingly become a widely discussed topic in education and academic circles.
Second, the development of rural compulsory education countermeasures
(A) improve the quality of teachers, improve the quality of rural education and management level.
In recent years, the state has attached great importance to the construction of rural teachers and continuously improved the treatment of teachers, but the overall quality and teaching level of teachers are still an urgent problem to be solved. Therefore, we must adjust the structure of teachers and improve their quality. We should constantly improve teachers' work treatment and social status; Strictly implement the teacher qualification management system, increase funding, and effectively carry out rural teacher training; Continue to encourage outstanding college students to teach in rural areas; Continue to do a good job in helping teachers in the eastern and western regions and between urban and rural areas.
(2) Renew parents' educational concepts and guide parents to carry out scientific family education.
The education of students cannot be confined to the scope of schools. It is not only the responsibility of teachers but also the responsibility of parents to cultivate students. Only when teachers and parents cooperate with each other and work together can it be possible to cultivate excellent students. In the vast rural areas, due to the backwardness of economic, social and cultural development, rural parents often pay insufficient attention to their children's education. In the development of rural areas, it is easy to form a vicious circle, so the problem to be solved is to vigorously promote the rural economy, improve the rural cultural level, and let rural parents realize the importance of culture, so as to attach importance to the education and training of students.
(3) Carry out caring activities and attach importance to the mental health education of left-behind children.
For students whose parents go out to work, because their parents are away for a long time and lack of family care for a long time, left-behind children are prone to have bad emotions. As teachers, we should pay more attention to them and communicate with teachers and students. Through some positive communication, we can understand and master their ideological trends and relieve and eliminate their psychological confusion in time. At the same time, the head teacher can carry out various activities in the class to enrich the cultural life of left-behind children. On the one hand, it can enhance the cohesion of the group, on the other hand, it can help left-behind children to establish good interpersonal relationships in group activities and feel warm from the group.
(d) Cultivate and strengthen students' habit and ability of self-education.
The purpose of education is to shape and train students to become useful talents in society through external influence. Cultivating students' self-education plays a great role in their growth. It is conducive to the self-resolution and self-control of psychological contradictions of left-behind children. Parents and teachers should purposefully cultivate students' awareness of self-education in daily life, cultivate students' self-control and self-adjustment ability, and enable them to master the methods of self-education, so as to gradually develop the habit of self-education in study and life.
(five) the construction of rural boarding schools to solve the education problem of left-behind children.
Judging from the current development trend of rural compulsory education in China, building rural boarding schools has become the choice to solve the education problem of left-behind children in rural areas.
The so-called boarding school is a school that implements full-time, closed management and unified management of students' life and study. Boarding schools can manage the lives of left-behind children in a unified way. On the one hand, it helps to improve the self-management level of left-behind children; On the other hand, help them carry out campus activities and enrich campus cultural life. Therefore, boarding schools are a powerful guarantee for the implementation of quality education in rural areas at present, and also make up for the adverse effects of the lack of family education on left-behind children to a great extent.
According to statistics, since the central and local governments vigorously implemented the construction project of rural boarding schools, the education problem of left-behind children in rural areas has been effectively solved. "In 2006, the number of primary school boarders in China reached 7.04 million, accounting for 6.6% of the total number of primary school students. The proportion of primary school boarders in the western region is significantly higher than that in the eastern and central regions. The total number of boarding students in junior high schools nationwide reached 222 1 10,000, accounting for 37.3% of the total number of students, and the number of boarding students in rural junior high schools in the central and western regions reached 44.9% and 52.4% respectively. " [3]
With the popularity of boarding schools, more and more left-behind children will get rid of all kinds of disadvantages brought by intergenerational education, fully experience the care of school teachers and classmates in boarding schools, and grow up healthily and sturdily.
To sum up, China's rural compulsory education plays a fundamental, leading and overall role in building a new socialist countryside in an all-round way, which is related to the sound and development of the entire national education system. It is closely related to solving the "three rural issues", improving the cultural quality of migrant workers and the long-term development of rural economy and society. Therefore, we must give priority to the development of rural compulsory education from the strategic height of building a harmonious society in an all-round way. Under the new situation, it is necessary to strengthen the sense of responsibility and urgency of reforming rural compulsory education, take rural compulsory education as the focus of education work, develop and reform simultaneously, and strive to promote the development of rural compulsory education and better serve the all-round construction of a new socialist countryside.
References:
[1] National Education Development Research Center. China's Green Book on Education in 2003: Annual Analysis Report on China's Education Policy. Beijing: Education Science Press, 2004.
[2] Tang Bin. Education of left-behind children in rural areas [J]. China collective economy, new rural construction, 2007.
[3] Yang Dongping. Blue Book of Education: Deepening Education Equity, 2008.
Problems and Countermeasures in Rural Compulsory Education Paper 2 Rural education is an extremely important part of modern education in China. However, judging from the actual situation of rural education in China, the situation is not optimistic. No matter the quality of teaching or school management, there is a big gap between urban education and rural students due to the economic level and regional differences, which has a very bad impact on rural students' learning and future development. Therefore, under such circumstances, the author thinks that the management of rural schools and the teaching quality of compulsory education should be strengthened at present, so as to better help the future development of rural students and help China's economic development and the construction of a modern socialist society.
1, Overview of Rural School Management
1. 1 lacks advanced management concepts.
Judging from the current management situation of rural schools, its management concept has always followed the traditional school management concept, which is extremely backward and does not help to improve the management quality of rural schools. This is because in the traditional school management concept, it is quite dogmatic, emphasizing unity over individuality, emphasizing obedience over communication, and emphasizing form over content. This will not only make school management dull, but also be of no help to the development of students' personal quality. Therefore, the author believes that in order to further improve the management quality of rural schools, it is necessary to improve the current management concept of rural schools.
1.2 Teachers' enthusiasm is not high
Judging from the actual teaching situation in rural schools at present, the low enthusiasm of teachers is also a major reason that hinders the improvement of rural teaching quality. The reason why this happens is that in the management process of rural schools, most of them rely on rigid and rigid systems to manage, which makes teachers in an extremely passive position in the teaching process and at the same time in the position of being inspected. According to the teaching task, the school will make a detailed inspection of the number and times of teachers' teaching plan writing, classroom teaching and even homework assignment. In this way, the initiative and enthusiasm of teachers in teaching will be greatly hit, so that teachers can only teach in order to complete their tasks, which will naturally affect the teaching quality of rural schools.
1.3 lacks effective management.
Lack of effective management is one of the main problems in rural school management. As we all know, in the process of school management, it is extremely important to guide teachers to carry out teaching work. However, judging from the current management situation of rural schools, this kind of guidance is very lacking. In this way, teachers can not find their own problems in time in the teaching process, so as to improve them, which greatly hinders the improvement of rural teaching quality. From what I have observed, although many rural schools require teachers to submit work plans, they do not pay attention to the work plans submitted by teachers, but only pay attention to the formal work plans. In this way, the school's management and guidance to teachers will be greatly lacking, resulting in low efficiency and low quality of school management.
1.4 Lack of innovative consciousness
For the management of rural schools, we must have a certain sense of innovation, so as to effectively improve the teaching quality of schools and help students study better. However, judging from the current management situation of rural schools, the lack of innovative consciousness is worrying. Most school administrators only rely on the previous forms and rules and regulations in school management, which leads to the disconnection between school management and the actual situation of the school, which will not only affect teachers' teaching, but also be very unfavorable to the development of the school.
1.5 the evaluation mechanism is not perfect
An important reason why the quality of compulsory education in rural schools has not been significantly improved is that the evaluation mechanism of rural schools is not perfect. This evaluation mechanism is not only aimed at teachers, but also at students. For teachers, the school pays more attention to orders of magnitude, such as the number of published papers, the number of research projects, and the number of awards for tutoring students' works. However, quality work is extremely neglected. This has led some teachers to speculate in pursuit of quantity. Therefore, the teaching quality of compulsory education has not been significantly improved. In addition, for students, when urban schools begin to pay attention to students' all-round development, rural schools still judge students by scores, which is very unfavorable to students' all-round development and will have a very bad impact on students' learning.
1.6 lacks advanced management means.
For a long time, in rural schools, the application of management means is the weakest link in school management. The reason for this situation is that there is a big gap between rural schools and urban schools in terms of funds and teachers. As a result, rural schools lack understanding of advanced management methods. Secondly, even if school administrators are aware of the benefits of advanced management methods, due to objective factors such as economy, teachers and location, schools cannot apply advanced management methods to school management, which greatly hinders the improvement of school management quality and efficiency.
2. Practical exploration on strengthening and improving the management of rural schools.
2. 1 methods to strengthen the management of rural schools
To improve the current management situation and strengthen the management of rural schools, we must first adhere to the "people-oriented" educational concept, make the management of rural schools more purposeful, and at the same time improve the management of schools according to the actual situation of schools and the opinions of teachers and students, so as to effectively improve the quality and efficiency of school management and help schools manage better. Secondly, another point is that schools must strengthen the training of teachers. This is because a team of high-quality teachers is of great help to the management of schools and the improvement of the teaching quality of compulsory education in rural schools. The last thing to do is to give teachers sufficient opportunities to show. Whether it is an open class or the selection of high-quality courses, it can effectively promote teachers' teaching enthusiasm and let teachers actively participate in teaching work, thus improving the teaching quality of compulsory education in rural schools.
2.2 Application of Tao Xingzhi's management thought in rural school management
In order to better apply Tao Xingzhi's management thought to the management of rural schools, it is first necessary to establish a scientific and democratic school management mechanism represented by principals and participated by many parties. This is because, in this way, the decision-making power, execution power and supervision power of school management can be separated, and the situation of "centralized" can be avoided, which is beneficial for school administrators to listen to many voices and effectively improve the management quality of rural schools. Secondly, school administrators must have the innovative spirit of school management, because only with innovative spirit can we better improve the current situation of rural school management, formulate management policies according to the actual situation of schools, help schools improve management quality, and also enable teachers and students of schools to get better development. Third, schools must attach importance to the construction of rules and regulations. Only through more perfect rules and regulations can teachers clarify their responsibilities, and at the same time, they can constantly improve their work according to the rules and regulations, so as to better help teachers carry out teaching work and achieve the purpose of improving teaching quality. Finally, we need to pay attention to the rational use of school funds to improve the efficiency of running schools. The reason for this is that in the process of running rural schools, due to the problems of regional economic level, rural schools often lack funds in the process of running schools. Therefore, in the process of running a school in rural areas, we must use the funds in the cutting edge to improve the efficiency of running a school, create a better teaching environment for students and teachers, and improve the teaching quality of compulsory education.
3. Interpretation to improve the quality of rural compulsory education.
3. 1 Realize the * * * enjoyment of teaching resources
To improve the teaching quality of compulsory education in rural schools, we should first pay attention to the sharing of teaching resources. The reason for this is that in rural schools, due to the lack of funds and teachers, the teaching resources mastered by rural teachers are very scarce. Therefore, under such circumstances, the author thinks it is necessary to strengthen the sharing of teaching resources among teachers, so as to help teachers teach better. To achieve this, the author believes that schools can use sufficient funds to develop information centers, enjoy teaching resources by means of informationization, and let teachers better devote themselves to teaching, thus improving the teaching quality of rural compulsory education.
3.2 Improve the quality of classroom teaching
To improve the teaching quality of compulsory education in rural schools, the most important thing is to improve the quality of classroom teaching. To achieve this, the author believes that, first of all, in classroom teaching, we must oppose any formal, dogmatic and traditional teaching methods in the teaching process. We should adopt more new teaching models, further clarify students' dominant position in the classroom, improve students' interest in learning, and establish a more harmonious and natural relationship between teachers and students, thus improving students' learning quality. Secondly, what needs to be done is that schools must improve the quality of teachers, and can hold different exchange meetings or symposiums, so that teachers can better understand the possible problems in the current teaching process and cultivate their professional knowledge and skills, so that they can better participate in classroom teaching in the future, thus improving the teaching quality of compulsory education. Finally, in order to further improve the quality of classroom teaching, school administrators need to organize different teaching and research activities to conduct a more comprehensive and in-depth analysis and deconstruction of the actual teaching situation and textbooks used in rural primary schools, so as to grasp the problems existing in rural curriculum teaching more carefully and make more targeted corrections.
4. Concluding remarks
To sum up, in view of the problems existing in the current rural school management and compulsory education teaching, the author believes that the current situation must be improved as soon as possible, so that rural students can study better and improve their learning quality. In order to do this, the author thinks it is necessary to start with the current management of rural schools, improve the management status quo, and apply Tao Xingzhi's management thought to it. In addition, the quality of education and teaching should be further improved. To solve this problem, we can make use of the interest of teaching resources to improve the quality of classroom teaching. Only in this way can we really improve the management level of rural schools and the teaching quality of compulsory education and create a better future for rural students.
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