[Keywords:] external help and internal help; Urban and rural education; Overall development; tactics
【 China Library Classification Number 】 G46 【 Document Identification Number 】 A 【 Document Number 】1672-128 (2008) 04-0055-04
The coordinated development of urban and rural education is the inevitable result of the development of education to a certain stage, and it is a new topic that education faces at present and even for a long time to come. There is no ready-made way to go. We firmly believe that the coordinated development of urban and rural education will certainly achieve fruitful results in the spirit of inquiry, realistic attitude, rational speculation and full belief.
First, the meaning of "external help"
What is "external help and internal help"? "External supplement" refers to the government's compensation for education. The development ability of disadvantaged areas and schools is weak, and it is difficult to realize the benign development of education without strong support from the outside world. Narrowing the gap between urban education and rural education, narrowing the gap between disadvantaged schools and dominant schools, improving the overall development level of education and realizing the coordinated development of urban and rural education are all empty talks. "Internal assistance" refers to mobilizing the potential within the education system and realizing mutual assistance and interaction within education. The external assistance of the government is the guarantee, and the internal assistance of the education system is the key. Without the efforts of education itself, the overall development of urban and rural education is difficult to achieve. The overall development strategy of urban and rural education of "supplementing the outside and helping the inside" covers two basic problems.
1. Education equity
Education equity is the basic premise of coordinating urban and rural development, and it is also the premise of the strategy of "helping the outside". Even if it is unfair, what about the strategy of "supplementing the outside and helping the inside"? Since the reform and opening up, especially since the implementation of the socialist market economy system, China's education reform has been dominated by economic thinking to a great extent, and it has shown an extremely distinct preference for "efficiency" in education policy. Within a certain limit, the higher the efficiency, the more resources will be obtained, so it is a reasonable measure to concentrate superior resources to run superior education. In this way, some children will inevitably be discriminated against in resource allocation, ignoring fairness as the most essential pursuit of public education policy. Now, to implement the coordinated development of urban and rural education, we must eradicate this unreasonable phenomenon. In particular, compulsory education is one of the main public goods provided by the government, and it is basic education. This foundation is not only the foundation of personal development, but also the foundation of educational development and even national development, and it has extremely distinctive public welfare. Enjoying compulsory education is a basic right of every citizen, and the distribution of this basic right among individuals should and must be equal.
It should be guaranteed from the government's education investment policy, and promote the fairness of compulsory education as the value orientation of the government's education policy, so as to ensure that the public education policy can allocate educational opportunities and resources more reasonably and promote the equalization of public services. This is the premise of promoting the coordinated development of urban and rural education.
2. Give priority to the development of disadvantaged education.
The coordinated development of urban and rural education is manifested in compulsory education. It is necessary to make all school-age children fully educated and reach the standard of compulsory education, that is, to eliminate the absolute poverty of compulsory education, and to try to narrow the gap of compulsory education caused by various reasons, that is, to reduce the relative poverty of compulsory education. Therefore, it is necessary to consider the priority development of disadvantaged education and plan and implement the priority development of disadvantaged education as a whole. The strategy of "supplementing the outside and helping the inside" is based on the concept of giving priority to the development of disadvantaged education.
Second, external compensation: implement the government compensation policy.
Giving priority to the development of disadvantaged education is the key issue of coordinating the development of urban and rural education. Without the priority development of disadvantaged education, there can be no all-round development of education. How can we give priority to the education of vulnerable groups? The government's policy inclination and compensation are its guarantee.
1. The basis of compensation for disadvantages in education
(1) theoretical basis. Rawls, the representative of the theory of equality and liberalism, put forward the principle of fair priority in the distribution of public goods in his theory system of equality and liberalism, namely, the principle of equal treatment of basic rights, the principle of equal opportunity and the principle of difference. He believes that the government has the right to redistribute public goods and should pay attention to the education rights of ethnic minorities in vulnerable groups. According to the principle of difference, under the premise of not hurting other groups, the groups born in vulnerable groups should be compensated appropriately.
Under the current social conditions, most people regard education in the basic education stage as a public good, which is applicable to the principle of fairness in the theoretical system of equality and liberalism, and compensate the disadvantaged groups with the principle of difference in policy. For example, America's "compensatory education" policy, Britain's "regional plan to give priority to improving education", China's compulsory education is divided into three different regions, and the central government allocates funds to give different treatment. All belong to the consideration of the principle of difference.
(2) the realistic foundation. The unbalanced development of regional economy is the basic national condition of our country, and it has formed a distinct phenomenon of dual economic structure and dual social structure. On a large scale, the education in the east, middle and west of China has formed a serious binary opposition structure; From a small and medium-sized perspective, a city or a region is not like this. The large gap between urban and rural areas and the large gap in education investment directly leads to the widening gap in education quality. Without the improvement of education level and quality in backward areas, there will be no improvement of the overall level and quality of education. Therefore, the implementation of weak compensation for education in weak areas is the inevitable choice of national and local policy values.
2. The main objects and projects of vulnerable compensation
(1) compensation subject-superior ①
It can be divided into three categories: first, the compensation for the disadvantaged groups in the central and western regions by the state and the central government in compulsory education; Second, regional education cost compensation, the main body of compensation is rich areas, that is, rich areas compensate the investment in education in poor areas, and urban areas compensate the investment in rural areas; The third is the dominant faction, and the dominant faction compensates the weak faction.
(2) Compensation target-vulnerable groups ②
It can be divided into four categories: first, from the perspective of the investment in the eastern, central and western regions of the country, compulsory education in the central and western regions should be the object of compensation; Secondly, from the current situation of the dual division of urban and rural education and economy, rural compulsory education schools are the disadvantaged groups in the competition of urban and rural compulsory education interest groups, so rural compulsory education should be the object of compensation; Thirdly, from the current situation of unbalanced school development, in the competition with superior schools, urban and rural disadvantaged schools should be the object of compensation; Fourth, from the perspective of family income gap, vulnerable families in urban and rural areas should be the object of compensation.
(3) Compensation items-Category III
According to the nature and content, it can be divided into three categories: first, capital construction projects and public service projects of disadvantaged schools; Second, projects to support poor students; The third is the compensatory education project for disadvantaged students in disadvantaged schools.
3. Actively carry out compensatory education activities
What is compensatory education activity? In addition to normal educational activities, schools use compensatory education funds to provide all educational activities with additional educational services for disadvantaged children, thus narrowing the gap between disadvantaged children and dominant children.
The early development of compensatory education activities in the United States can provide us with some valuable experience. For example, they implemented compensatory education in the following ways: ③.
(1) Off-campus project, that is, providing other scene teaching outside the regular classroom.
(2) Additional projects with broad goals and objectives, diverse courses, and diverse design concepts, strategies and resources. Pre-school education, extra-curricular education and holiday schools usually implement compensatory education by adding projects.
(3) In-class projects can overcome the shortcomings of off-campus projects, reduce the travel time, do not lower the educational expectations, systematize learning and avoid content isolation.
There are also alternative projects.
Due to various factors, China's compensatory education activities have not yet formed a system. Due to the national conditions, improving the quality of teachers in disadvantaged schools and improving the quality of disadvantaged students in China can be regarded as compensatory education activities. Therefore, the content of compensatory education can be divided into:
(1) teacher education, to improve the comprehensive quality of teachers in disadvantaged schools, so that disadvantaged students can enjoy high-quality teacher education as much as possible.
(2) Compensatory education for students, such as remedial education for disadvantaged students, and cultivation of interests and specialties; The development of moral education compensation activities.
(3) Curriculum construction and school-based curriculum development suitable for disadvantaged students.
(4) Educational research and information development for disadvantaged students.
Facts have proved that compensatory education is an effective measure to shorten the education gap between urban and rural areas, between disadvantaged and dominant schools, and between disadvantaged and dominant students.
Third, internal help: implement the inter-school interaction strategy under the guidance of the competent department.
1. Division of several schools
The competent department has an evaluation of the schools under its jurisdiction. Generally, there will be classification when there is evaluation. We can't use the same ruler to measure different types of schools, so as to ensure the scientific and fair evaluation. According to the author's investigation, in different regions, the standards for classifying schools are roughly the same, mainly including the following standards: school-running concept and thought, school-running scale, school-running conditions, management level, teacher level, school-running quality, school-running characteristics and so on. The author believes that respecting the historical evolution of these evaluations, the classification of schools in the coordinated development of urban and rural areas, and the implementation of inter-school interaction strategy can also be classified with reference to the above factors. Details are as follows.
The division standard is divided into two A-level indicators and thirteen B-level indicators. Details are as follows.
A 1- Hardware: It includes six B-level indicators such as school buildings, venues, experimental instruments and equipment, school conditions, facilities, school environment, modern means, technology and school scale.
A2- Software: It includes seven B-level indicators: school-running ideas, school-running concepts, management level, teacher level, school-running quality, campus culture and school-running characteristics.
According to the above standards, schools can be divided into five categories:
A class of schools (superior schools): schools with excellent software and hardware;
Second-class schools: schools with good hardware conditions and general software;
Three types of schools: schools with good software conditions and average hardware;
Four types of schools: schools with general software and hardware;
Five types of schools: schools with poor software and hardware.
2. Three modes of inter-school interaction strategy
(1) boot mode. It is suitable for schools with advantages to interact with schools with good hardware and general software. Through the guidance and training of the dominant schools to the weak software schools, the weak software schools can consult and learn from the dominant schools, quickly improve the software level of the weak software schools from the aspects of management, teachers and quality, and realize the all-round development of their education. How to practice this model? In addition to regular school-level communication guidance, we can explore the activities of "two trainings" and "two guides". "Two-training" refers to the training of leaders and teachers, such as arranging the leaders and teachers of the above-mentioned classified second-class schools to work in a class of schools in batches, directly participating in the management practice and education and teaching practice of a class of schools, so that they can grow up through experience and practice after one year or more, update their school-running ideas, improve their school-running level, enhance their educational, teaching and scientific research capabilities, and play a full role after returning to school. "Two Guidance" refers to guiding leaders and teachers. One weakness of "two-oriented training" is that the experience of other schools may not be applicable to their own schools. "Two Guidance" can overcome this shortcoming. For example, the leaders and teachers with strong research and guidance ability in one type of school are assigned to the second type of school as guides or guides, so that they can directly participate in the management and teaching of the second type of school, find problems in practice, and put forward revised reference plans in combination with the actual situation of the school, thus helping the second type of school to improve its management level and school-running level.
(2) Helping mode. Used in superior schools and schools with poor hardware conditions. In real life, the hardware differences between schools are too great, and the facilities and equipment of some weak schools are not as good as those that are not used or thrown away by higher schools. Through support, the running conditions of weak schools can be greatly changed and a big step forward. There are two ways to help. One is support, in which superior schools provide financial support and conditional equipment support to inferior schools; The other is resource sharing. The conditions and equipment of open superior schools are shared with weak schools (the schools are relatively close in space), and the resources of open teaching software and information are shared with weak schools.
(3) Hosting mode. Suitable for superior schools and weak schools with poor software and hardware. It is difficult for such schools to run schools independently and get rid of poverty. It is better to let the dominant schools directly manage, inject the dominant resources directly into the weak schools, and quickly change the weak characteristics. There are also two ways of this model. One is permanent trusteeship, and superior schools merge weak schools into branch schools; The other is medium-term trusteeship, also known as contract trusteeship, that is, signing a contract to complete the agreed goals within the agreed time, so that disadvantaged schools can regain their independence after getting rid of poverty and weakness.
The above three models are suitable for the interaction between schools at all levels, and are arranged in four forms in the interaction. That is, guided interaction, referred to as guided interaction; Help mode interaction is called help type; Guidance and help mode interact, which is called "guidance+help" type; Managed mode interaction, referred to as managed mode. The relationship between interactive schools and interactive modes is shown in the following table.
3. Implementation of interactive strategy
In order to ensure the smooth implementation of the interactive strategy, we must do the following.
(1) Raise awareness. The organizer of the interactive strategy should be the competent department, and the implementer should be the competent department and related schools. The implementation of interactive strategy can also be regarded as an exploration of educational reform. The three parties involved in the organization and implementation, as well as students, parents and society, should raise their awareness, ensure that their ideas are in place, and support and participate in this reform experiment with a positive attitude. As long as it is for the development of their careers, they should put aside their personal prejudices and overcome all ideological obstacles and obstacles.
(2) Play several roles. Interactive strategy is a systematic project, and the role of each element in systematic engineering directly affects the effectiveness of the project. Therefore, it is very important to play the role of each element. To give full play to the role of the competent department, this project must be organized by the competent department. Therefore, the competent department should coordinate the overall development of urban and rural education and implement the interactive strategy; Carefully arrange and deploy specific issues such as the adjustment of people, finances and materials, the classified development of schools, the supervision of the implementation process of planning, and the assessment of results. To give full play to the role of schools, both dominant schools and disadvantaged schools should treat them as masters in the interaction, make full preparations before the interaction, do a good job in cooperation and cooperation in the interaction, do a good job in studying problems in practice, sum up the laws and achieve practical results. Give full play to the role of employees, there is no ready-made way to reform, give full play to the intelligence of employees, and let them mature, create and succeed in reform. Give full play to the role of parents and students. Students are participants in the reform and enjoy the fruits of the reform. Parents and students should not only be supporters of the reform, but also participate in the reform with a positive attitude and become heroes of successful reform.
(3) Strengthen supervision and assessment. The implementation of the interactive strategy cannot be a mere formality, and the competent department should do a good job in the whole process of supervision and result evaluation, and set up an expert group to supervise the whole process. The first is the attitude of supervision; The second is to supervise the progress of the work; The third is to supervise the quality of work; The fourth is to find and guide the solution of common problems with a research attitude, and attach importance to evaluation and summary. At the end of interactive work or phased work, it should be evaluated in strict accordance with the index system. Only those who pass the examination are allowed to enter the next stage of work or end the interactive work. The failure is allowed to limit the time and stipulate that the task should continue. After the end, we should make a profound reflection and summary, find out the experience and lessons, guide and improve the follow-up interaction, and commend and encourage the winners and heroes.
refer to
[1] Wei. Compensation for weak position in education investment. Educational Science, 2007(4).
[2] Xue, Fang Zhanhua. Compensation policy in the fair development of American education. Research on Education Development, 2007( 10).
The writer is the vice president of Deyang Middle School in Kaixian County, Chongqing.
(Editor Wang Yongli)