Keywords:: exam-oriented education to curb the lack of teacher training and education level
At present, in this new era of vigorous development of education, there are shocking problems in rural education in China.
First, the current rural education is still exam-oriented education.
Although the propaganda of quality education has been deeply rooted in the hearts of the people and the slogan is loud, it cannot be implemented here. It is impossible to teach students in accordance with their aptitude and tap their all-round talents. Although the results are not published in every exam, the quality of a student is still judged by the score. High marks are good students, but students' other talents cannot be discovered and tapped, so they should be guided. Students with learning difficulties are not interested in learning knowledge, so they are tired of learning and drop out of school. Schools measure teachers' quality through teaching achievements, that is, evaluate a teacher through the average score of students. Therefore, as a teacher, we can only try our best to improve students' grades, which leads to a serious disconnect between rural education and quality education.
Second, the subjects and majors taught by teachers are wrong.
The purpose of setting up a junior college is to train professionals and assign them to jobs, so as to improve the current educational situation and raise the teaching level.
Third, the overall quality of rural school teachers is not high and the team is unstable.
Due to the unbalanced state investment in the construction of schools in rural and urban areas, the poor conditions for running schools in rural primary and secondary schools and the poor salaries of teachers, many backbone teachers flow to cities and economically developed areas. Due to the low salary and poor working conditions of rural primary and secondary school teachers, public teachers are eager to go, and private teachers (substitute teachers) "teach like farmers", which makes rural basic education worse. In the vast rural areas, especially in remote mountain villages, most teachers live locally and their spouses have no fixed income. It is difficult for a person's salary to support his family, so he has to concentrate on other occupations and increase his income to make a living. It is impossible to devote himself to education and teaching. Because his home is in the local area, the possibility of transfer is small, which also affects the enterprising spirit of teachers. Due to the lack of school funds, there are few opportunities for teachers to go out to study, train and communicate, which leads to the fact that most teachers cannot carry out educational research and teaching reform, and their awareness of reform is relatively weak. At present, the vast majority of rural junior high school teachers in poor areas are transferred from primary school teachers, and they are generally technical secondary school diplomas. In middle school, they often learn by self-study or writing letters, so that their academic qualifications can reach the standard as soon as possible. It is difficult to learn science by self-study or painting, and it is relatively easy to learn liberal arts (mostly Chinese and history majors), but some teachers are not used to it, which leads to insufficient depth and breadth of knowledge in the teaching process and affects the display of teaching ability. At present, many rural primary school teachers are trained by private teachers and become formal teachers, and their overall quality is not suitable for the current development of education. Full-time college students are generally unwilling to work in poor and remote mountainous areas. Even if it is allocated, they are not at ease. They always want to flow out through various channels, so that the teacher structure of these schools can not be improved. In short, due to the difficult conditions of schools in poor areas, good teachers from outside can't be transferred, and good teachers in our school can't stay, which makes the overall quality of teachers in these schools poor.
Fourth, rural students "have no hope of further study, no way to find a job and no skills to get rich".
More than 50% of junior high school graduates in most rural areas in China will return to rural areas, especially in agricultural areas and central and western regions, with a higher proportion reaching more than 80%. Most of these students go back to their hometowns to farm, but rural junior high school education, especially curriculum design and textbook compilation, is out of touch with the actual needs of agricultural production and management and urban and rural economic development. The basic cultural courses they learn, even the labor skills courses, can't solve many rural industrial technology and management problems. Rural youth cannot integrate into local economic activities as soon as possible after graduation. Graduates who return home do not understand scientific farming, have no other skills and lack livelihood skills. There has been an embarrassing situation that "there is no skill when you leave school, and there is no way to get rich when you return to the farm", and there has been a phenomenon that "going to school is also herding cattle, and not going to school is also herding cattle" and "farming is not as good as Laozi and raising chickens is not as good as sister-in-law", which has led parents to fail to see the benefits of sending their children to school, and rural cadres and the masses fail to see the direct relationship between investing in basic education and developing local economy and improving living standards, which has affected their education.
In view of the above problems, countermeasures should be taken:
First, improve the reform of the education and personnel system and change the unit into a systematic person.
Our district has been reforming the education and personnel system for several years. Taking examination as the basis for teachers to compete for posts really makes teachers nervous. However, after the tension, it is calm and competent teacher's efforts. Those who can't get on the podium are still carefree, and no one can get off the post, which greatly dampened the enthusiasm of front-line teachers. The reform should be thorough, teachers should be transformed from unit people into systematic people, teachers should be allowed to flow reasonably and choose in both directions, and the enthusiasm of front-line teachers should be fully mobilized.
Two, strengthen the education of teachers' morality, strictly regulate the behavior of teachers' morality.
Teachers' professional ethics is referred to as "teachers' morality". At the end of the Spring and Autumn Period, Confucius put forward professional ethics such as "do your best, die before you die" and "teach by example". In the Tang Dynasty, Han Yu also wrote an article about teachers, pointing out that the three major tasks of teachers are: "preaching, teaching and dispelling doubts", emphasizing that "the existence of Tao means the existence of teachers" as the standard for selecting teachers from teaching; The article "Talking about Education" clearly points out that "teachers, as engineers of the human soul, should not only teach good books, but also cultivate good people and be teachers in all aspects. "To sum up, we are soberly aware that it is an inevitable requirement for the society to correctly understand the professional value of teachers, advocate dedication and strengthen the sense of responsibility. Some teachers' ignorance and weariness of learning are the manifestations of the lack of teachers' morality. Teacher's morality education is not a temporary or one-stage thing, but a lasting task. It is not that a school can achieve its goal by engaging in educational activities once or twice, but that the educational administrative department should attach importance to and organize educational activities well. For teachers with unqualified professional ethics, we will resolutely eliminate the teaching staff. Teachers should be truly loyal to their profession, care about their students, be ambitious in their work and persevere in their studies. Only when teachers love and devote themselves to their work can our education have hope.
Third, build a learning organization and improve the quality of teachers.
Mr. Tao Xingzhi has been eager to learn all his life, and has a series of discussions on teachers' strengthening learning. He pointed out: "As teachers, we must study and re-educate every day in order to have the joy of teaching without the pain of teaching". "Only by studying tirelessly can he tirelessly teach others. If selling secondhand goods every day is boring, it is very difficult to save the teacher's life without feeling tired. " He believes that students must learn well if they want to learn well. Only a gentleman who never tires of learning can teach students who never tire of learning, and so on. Building a school into a learning organization is the need of curriculum reform and the development of the times. Study hard, learn from others, study for life, constantly improve the level of education and teaching, improve the level of education and scientific research, and become a funded expert teacher, so as to keep up with the development of education situation and be regarded as a suitable teacher.
Fourth, carry out scientific evaluation and start the reward and punishment mechanism.
In teaching management, it is only limited to administrative means or emotional means, and an appropriate reward and punishment mechanism is also needed. Formulating scientific evaluation rules and reasonable reward and punishment system, regular inspection, supervision and implementation, rewarding diligence and punishing laziness will promote teachers' work.