Paper Keywords: rural compulsory education quality thinking
At present, more and more educational experts, scholars and educators deeply realize the importance of the quality of rural compulsory education and regard it as the focus of educational research, and think that the quality of rural compulsory education has become the key to the development of compulsory education. This paper analyzes the present situation of the quality of rural compulsory education and thinks about it.
With the popularization of compulsory education, the focus of compulsory education will gradually shift from quantity to quality. Improving the quality of education has become the core issue of educational practice and the focus of educational research. Developing rural compulsory education, running rural schools well and constantly improving the quality of compulsory education are the keys to fundamentally solve the "three rural issues". More and more educational experts, scholars and educators deeply realize the importance of the quality of rural compulsory education, and regard it as the focus of educational research, and think that the quality of rural compulsory education has become the key to the development of compulsory education. Therefore, it is urgent and necessary to study the quality of rural compulsory education at this stage.
First, the status quo of rural compulsory education quality
1. Insufficient investment in education and poor educational resources.
Insufficient investment in education is the biggest reality and the biggest difficulty in rural education at present. Through observation, it is found that due to the difference between urban and rural areas and the gap between the rich and the poor, the expenditure on rural education in these years is still far lower than that on urban education. Due to the shortage of education funds, teaching instruments, books, sports facilities and experimental supplies in rural schools are very scarce, and some schools are even dangerous buildings. Imagine how to improve the teaching quality under such conditions. It can also be said that the gap in education funds has seriously affected the improvement of rural education quality.
2. The weak teachers restrict the quality of education.
The quality of rural teachers is the key to restrict the quality of rural teaching. Mainly manifested in the following points.
(1) Private and substitute teachers support rural basic education. Most of the rural primary school teachers are private teachers and substitute teachers. Without systematic education and training, it is difficult for them to be competent for teaching in the new era, which seriously affects the quality of education. Although with the development of normal colleges, a large number of teachers with formal education and training have been enriched into the ranks of teachers in rural schools, the proportion is still too low to meet the needs of teaching. The existence of a large number of private teachers and substitute teachers and the serious shortage of public full-time teachers fundamentally restrict the quality and healthy development of rural compulsory education.
(2) The brain drain of young backbone teachers is serious. Due to the low wages and benefits of rural teachers, many young teachers and backbone teachers are either transferred to the next level school through relationships or transferred from their existing education and teaching posts, which greatly weakens the rural teachers. The loss of young backbone teachers not only takes away valuable educational resources and teaching experience, but also affects the improvement of local rural education quality, and leads to the loss of popular support among other teachers, which seriously affects the stability of the teaching staff.
(3) The quality and ability of teachers are low. A considerable number of rural primary school teachers in China are backward in educational concept, aging in knowledge structure and outdated in teaching methods, which cannot meet the needs of the current development of compulsory education and the improvement of education quality. In recent years, although teachers' academic qualifications have reached the standard through large-scale academic qualifications compensatory education and on-the-job training, the actual teaching ability and the overall quality of education have not been improved simultaneously, and many teachers' post-job academic education does not match the subjects they have studied.
3. The "urban orientation" of the new curriculum reform is not suitable for rural primary schools.
The current new curriculum reform is mainly based on the academic ability of urban students to formulate a unified national outline, unified teaching materials and unified standards, which has obvious "urban orientation" and ignores the huge differences in educational environment and resources between cities and rural areas, developed areas and poor areas. This is undoubtedly not suitable for students in rural and remote areas. In addition, the concept of curriculum in rural schools is backward and has long been influenced by traditional teaching concepts. No matter principals or administrative cadres, teachers or parents, they all think that the goal and task of rural school education is to send students out of the "agricultural gate", into universities or into cities. The concept of the new curriculum has not yet penetrated into the hearts of rural teachers and students. Moreover, the current textbooks are compiled according to the development characteristics of urban students, which is unrealistic and difficult for rural students to a certain extent, resulting in some rural students' lack of ability, becoming academic losers, and eventually losing interest in learning and being forced to drop out of school.
4. Teaching lacks standardized management.
Some county-level education administrative departments pay too much attention to the construction and management of county-level central schools, while treating village schools as pediatrics and neglecting management. In addition, some rural primary school leaders have outdated teaching concepts, low teaching management level and weak sense of responsibility, and quite a few principals and teaching directors have no idea about how to carry out teaching management. Some schools follow the old system, the school teaching lacks incentive mechanism, and the target management is not clear, which does not adapt to the modern teaching management concept.
5. School education is out of touch with family education.
The organic combination of school education, community education and family education is a necessary condition for cultivating all-round development talents. School education is the whole, community education is the external environment of school education, and it is the continuation and expansion of school education; Family education is the foundation of school education and community education. There is a serious imbalance between primary education and family education in many rural areas. Nowadays, many adult couples in rural areas go out to work. They leave their children in the care of the elderly or relatives, or even leave them alone at home. Some left-behind children, due to the lack of parental discipline and the doting of the elderly, give up once they encounter difficulties in their studies. What's more, due to the lack of parental supervision, coupled with the lack of strength and effectiveness of the discipline of the elderly, some students often miss classes and skip classes, which also affects other students, resulting in unhealthy school spirit, poor teaching effect and declining teaching quality.
Second, the current quality of rural compulsory education.
The low quality of compulsory education in rural areas has seriously hindered the development of education and the process of building a new socialist countryside. To improve the quality of rural compulsory education in an all-round way, we should not only reform the system and mechanism, but also update people's ideas. Therefore, as far as the quality of rural compulsory education is concerned, we should start from the following aspects.
1. Increase investment and optimize the allocation of educational resources.
The difficulty brought by the shortage of education funds is the biggest difficulty in rural areas, which is nothing more than the lack of school buildings, teaching instruments, books, sports facilities and experimental supplies. It is urgent to construct a reasonable financial system for rural compulsory education and ensure the "lower limit" of education and teaching investment in rural schools. The investment in compulsory education should be legalized, and we should pay attention to the differences in rural areas. According to the different levels of social and economic development in eastern, central and western regions, we should establish different investment models in rural compulsory education, which will fundamentally change the unreasonable situation of educational resources.
2. Improve the level of teachers and lay a solid foundation for education development.
First, formulate and implement preferential policies, improve teachers' working environment, and encourage and guide experienced teachers and normal graduates to teach in rural areas. While earnestly implementing the wages and various subsidies stipulated by the state, we will give preferential treatment to rural primary and secondary school teachers in housing, medical insurance and professional title evaluation, expand their living space and increase teachers' development opportunities. The second is to establish and improve the system of teachers' continuing education, and earnestly strengthen the academic education and regular training of in-service teachers. Teachers are encouraged and required to improve their academic degree level through on-the-job training, regular study and online study in accordance with the principle of consistent learning and application and professional counterpart. Third, seriously organize the training of key teachers in disciplines in short supply in primary and secondary schools. Implement the special training plan for backbone teachers, optimize the structure of teachers, improve the quality of teachers in an all-round way, and improve the quality of rural primary education and teaching.
3. Integrate courses and optimize them.
In view of the problem that rural schools can't adapt to the unified national syllabus, textbooks and standards in the new curriculum reform, the integration and optimization of national curriculum, local curriculum and local curriculum are implemented. On the premise of adhering to the spirit of the new curriculum standard, reform the existing teaching materials. Textbooks can be compiled by provinces (cities, districts) according to local conditions. Two versions should be considered: urban popular and rural popular, and the rural version should reflect the practical teaching content for rural areas. Teaching material reform should adhere to two suitable principles: first, the difficulty is suitable for most rural students in order to lay a good foundation for all students; Second, try to adjust measures to local conditions, so that education can better serve local economic construction and social development. At the same time, we should clear our minds, work together to create a new curriculum reform with regional characteristics, take vocational guidance as a breakthrough, classify and grade education, so that everyone can enter different schools to upgrade, and finally improve the overall quality of the people.
4. Standardize management and teaching.
School management should actively strive to improve their own teaching management level, change backward concepts, improve teaching level, strengthen their sense of responsibility, try their best to provide teachers with a platform for information exchange, experience sharing and special discussion, form a scientific spirit and a realistic attitude, and create a realistic, pragmatic and rigorous teaching and research atmosphere. Running a school well depends on all the teachers. In order to carry out teaching and scientific research in a scientific and orderly way, we must innovate work measures, mobilize teachers' enthusiasm and truly normalize teaching.
5. Change ideas, schools and families support each other.
The education of students needs the close cooperation and mutual support of school education and family education. Although parents of urban and rural students in China have great differences in concepts, as far as parents are concerned, they all hope that their children can become talents. Therefore, in rural areas, schools should make full use of limited resources to run schools well, make full use of limited news media to widely popularize family education knowledge and successful experience, help and guide rural parents to establish correct concepts, master scientific methods, improve their ability to educate children scientifically, and jointly promote the development of compulsory education in China.
References:
Mars in Wang Jiayi. A summary of the research on the teaching quality of compulsory education in rural schools [J]. Education Review, 2007, (1 1).
[2] noble and fair. Study on the Countermeasures to Improve the Quality of Compulsory Education in Rural Areas [J]. Journal of anyang normal University, 2004. (9).
[3] Peng Bo. The Quality Problems and Countermeasures of Compulsory Education in Hunan Ethnic Areas [J]. Educational Exploration and Practice, 2008, (1).
;