First, the main problems existing in the current rural primary education.
(1) Lack of education for left-behind children.
At present, rural parents go out to work to make a living, and the phenomenon of family education for left-behind children in rural areas is serious. Most children are taken care of by their grandparents, or spoiled or spoiled. The present situation of left-behind children requires teachers to have strong teaching ability and sense of responsibility. At present, the problem of left-behind children is poor study, mainly because these children live with their elderly grandparents or other relatives and friends during their stay. These elderly people are generally older, in poor health and have a high illiteracy rate, which not only fails to give effective help and guidance to left-behind children in their studies; The second is personality defects. Among left-behind children, the proportion of parents' love is much higher than that of other children. Mainly because the guardian can't control it, and the parents who go out can't control it. Left-behind students live in an almost unrestricted state, which virtually forms selfish and overbearing personality characteristics. Third, psychological barriers. Guardians of left-behind students are less involved in the mental health problems of left-behind children and pay insufficient attention to them. Being far away from their parents, lacking the minimum opportunities to communicate with their parents, and their guardians have no time to take care of their emotional changes, which is extremely unfavorable to the mental health of left-behind children and often leads to various psychological diseases, such as emotional fragility, self-abandonment, anxiety and autism, lack of self-confidence, pessimism and world-weariness. These are all caused by the lack of education for left-behind children.
(2) Teachers in rural primary and secondary schools are weak, and their teaching tasks are heavy.
At present, rural primary school teachers are generally older, lack of energy, lack of school teachers, many teachers have to undertake multidisciplinary teaching, and teachers' teaching tasks are heavy. Teachers are the first factor for the sustainable development of schools. Without a team of high-quality teachers, it is impossible to have a good school. However, due to historical, geographical environment, unbalanced educational development and other factors, the current rural teachers are relatively weak, as shown in the following:
1. At present, most teachers in rural primary schools live in the county town and travel to and from the county town almost every day, which leads to some teachers' lack of work energy. For example, some township primary school teachers arrive at school at nine o'clock in the morning, give classes to their children at one o'clock in the afternoon after lunch, and return to the county seat to rest at two or three in the afternoon. They lack enthusiasm for their work, forming a habit of rambling, and it is difficult to concentrate on teaching. Individual teachers even seek a "second job" because of their relatively low salaries.
2. Due to information occlusion, there are few opportunities to learn and acquire knowledge, which leads to backward teachers' ideas and traditional and simple teaching methods.
3. Due to the current management system, insufficient investment in education funds and other factors, it is difficult to implement effective incentive mechanism. Teachers lack the sense of competition, crisis, urgency and responsibility, so they are content with the status quo and do not pay attention to learning and improving their cultural and professional knowledge.
4. Because the overall quality of teachers and the level of teaching and research are not high, the relationship between teachers and apprentices is a mere formality, with poor results and limited external conditions for teachers' growth.
5. It is difficult for rural schools to keep some new teachers, especially some excellent young teachers with skills, because of the one-way flow of teachers and the teacher distribution policy, which makes the age structure and subject structure of rural school teachers unbalanced, and most of them are middle-aged and elderly teachers, so it is difficult for teachers in non-language and mathematics disciplines to specialize.
Second, the countermeasures and suggestions
(1) Education: Promote the integration of urban and rural education and optimize rural education resources.
1, reform the current
Disadvantages. To realize the integration of urban and rural education, we must break down the institutional obstacles and clear the obstacles for the rational allocation of urban and rural educational resources. To reform the education system, we must first cancel the supporting education policies related to the household registration system, so that the children of migrant workers can also study in urban primary and secondary schools, enjoy the same free and low-fee policies as local children, and lower the threshold for children of migrant workers to study in urban schools. The second is to introduce the policy of entrance examination in different places as soon as possible to solve the problem that the children of migrant workers can't take the entrance examination and college entrance examination in different places because of their household registration and place of origin. The third is to strengthen the construction of schools for the children of urban migrant workers, constantly improve the conditions for running schools and improve the quality of teaching. The fourth is to formulate relevant policies to promote the inclination of educational resources to rural areas, narrow the gap between urban and rural education and achieve educational equity.
2. Further increase investment in rural education. The effect of education investment cannot be immediate. Under the influence of the ruling idea of performance orientation, the main leaders of some local party committees and governments are generally unwilling to invest money in rural education during their limited term of office, but invest in investment fields that can quickly show their performance. To increase investment, we should do the following: first, stipulate the proportion of investment in education by governments at all levels through legislation, and the higher-level government or the people's congress at the same level should strictly supervise the government's investment in education, and implement administrative accountability for local governments and relevant responsible persons who have insufficient investment in education. The second is to incorporate education projects into urban and rural planning projects, and set up a certain proportion of education construction projects in urban and rural planning projects, which will be included in the performance appraisal scope of local governments and leaders. Third, realize the integration of urban and rural education, standardize the scope of education investment, further improve the living and office conditions of rural primary and secondary school teachers, and continuously improve the level of rural primary and secondary education. Fourth, it is suggested that governments at all levels and education departments allocate special funds to buy daily necessities such as towels, toothpaste and toothbrushes for students from poor families, so as to further improve the level of "nutrition plan" for rural students.
3. Continuously strengthen the construction of rural primary and secondary school teachers. Teachers are the key factors that determine the teaching quality of rural primary and secondary schools. For a long time, rural transportation is inconvenient and the conditions in big cities are relatively difficult. College graduates and other talents are reluctant to teach in rural areas. Even if you can go to the countryside to teach, it will only stay for a period of time for the need of "establishment", and it will continue to flow into cities through various channels in the future, resulting in an extreme shortage of quality teachers in rural areas. To this end, it is strongly recommended to establish a compensation mechanism so that children in rural areas can also get the education of good teachers. The first is to further improve the treatment of rural teachers and improve the enthusiasm of talents to teach in rural areas. Integrate the income level of rural teachers with the income level of local civil servants, enhance the attractiveness of rural teachers, and make talents willing to teach in rural areas and stay. The second is to expand the scale of targeted training of rural teachers in colleges and universities, form a long-term mechanism for recent college graduates to support agriculture and teach, and constantly inject new vitality into rural teachers. Third, continuously improve the quality of teachers in rural schools. Set up special funds for rural teachers' training to provide more on-the-job training opportunities for rural teachers, so that rural teachers' teaching concepts and methods can keep up with the progress of urban education technology and keep pace with the times. The fourth is to establish an exchange mechanism between urban and rural teachers. Establish a teaching support mechanism for urban excellent teachers and teachers of sports art courses, and further improve the lack of excellent teachers and sports art courses in rural schools.
(2) Management: innovative management mode to make up for the lack of family education for left-behind children.
1. Open a parent school. Provide classified guidance and regular training to guardians of left-behind children. The first is the training and education of guardians of left-behind children. Guardians of left-behind children generally only pay attention to the children's clothing, food, shelter and personal safety, but ignore the children's physical and mental health and personality education, resulting in the lack of psychological and moral education for children. Therefore, we can strengthen the training and guidance for guardians of left-behind children, impart scientific family education concepts, methods and means, and improve their guardianship ability by setting up training courses, establishing home visit system, and holding symposiums. Secondly, educate the parents of left-behind children through various channels. Parents go out to work, which weakens the role of family education for left-behind children. It is necessary to take advantage of the time when the parents of left-behind children go home from vacation to educate their parents who go out, and strengthen the guidance, education and persuasion of the parents of left-behind children by establishing WeChat groups, QQ groups, address books, etc., so that they can realize the many adverse effects of their parents' going out on left-behind children and clarify the importance of family education. Guide parents who go out to strengthen contact with their children, let their children feel the warmth of the family through communication, and give play to the unique role of parental affection in their children's education.
2. Establish and improve the tutorial system to promote the healthy growth of students. In order to further construct the working system of all-round education, whole-process education and whole-person education, and realize the educational goal of cultivating excellent students with all-round development in morality, intelligence, physique and beauty, it is suggested that education departments at all levels require every school in rural areas to fully implement the tutorial system, and be the ideological guide, academic guide, enlightenment guide in study life and psychological counselor in students' growth. The following actions are recommended:
First, the school is led by the teaching department, with the close cooperation of all departments, mainly students from poor families, including students from poor families, learning difficulties, superior families, ideological fluctuations and psychological obstacles. The school requires each class to establish a "learning account", and the class teacher and the student growth tutor study the "learning situation" once a week, so that each teacher can be familiar with the ideological, learning and family background of each student in the class and do a good job in a targeted manner. At least once a month, the principal will preside over an office meeting devoted to studying students' work, study students' ideological education measures, check students who need special attention step by step, implement the school-level leadership responsibility system one by one, and do a good job in educational transformation.
Second, in the specific implementation process, we should guide students to establish a correct world outlook, outlook on life and values, cultivate and improve students' ideological quality, and guide all kinds of students to be positive. Regularly check and urge students' behavior habits, help students form good moral qualities, especially promote the formation of excellent qualities such as responsibility, honesty and gratitude. Talk with students regularly, understand the physical and psychological confusion, and guide students to correctly treat their growing troubles and setbacks. For the problems reflected by the paired students, we should contact the relevant teachers and parents in time to solve problems for the students.
Third, do a good job in students' ideological work. Tutors listen carefully to students' voices, acknowledge students' personality differences, respect students' physical and mental development characteristics and cognitive level, and help students solve difficulties and doubts encountered in their growth in time.
The fourth is to be students' bosom friends. Tutors communicate with students from time to time and with their parents. You must have a heart-to-heart talk with the instructed students once a week, sum up conversation record once a month, and contact the parents by phone or in person once a month. Help and guide students to wash their faces, brush their teeth, dress and eat every day, and strive to help the guided students develop good living habits.
Fifth, follow-up counseling for students. Tutors should always understand and analyze students' situation, find students' learning deficiencies by checking homework and analyzing test papers, stimulate students' interest in learning, encourage students' confidence in learning, and often supervise, check and guide students to master the knowledge of various subjects. When students make achievements and progress, they should be praised and encouraged in time, and when students encounter difficulties or troubles, they should give enthusiastic help.
(3) Responsibilities: Give full play to one's own strength and let the left-behind children live and study happily.
1. Further promote the work of "floating youth palace" in rural areas. The Youth Activity Center can make full use of the rich educational resources of the Youth Activity Center, organically integrate the high-quality resources of off-campus education, and build an activity platform for the healthy growth of young people in rural areas, so that rural teenagers in all towns, especially those left-behind children in remote mountain villages and children from poor families, can also enjoy the endless fun brought by the "Mobile Children's Palace", so that more and more rural children can receive extracurricular tutoring in sports and art, stimulate their interest and promote the all-round development of left-behind children. The "floating youth palace" in some county youth activity centers has been carried out for many years, which has played a positive role in enriching the after-school life of left-behind children in rural areas, increasing their knowledge and promoting all-round development. The "Left-behind Children and Youth Palace" is only carried out in a few towns and villages, and the number of activities is small. In the future work, it is suggested to continuously expand the scale of activities of the "Mobile Youth Palace", further promote the "Mobile Youth Palace" to enter rural activities, form a long-term mechanism, and continuously enrich the study life of left-behind children in rural areas.
2. Vigorously advocate saving face.