The first part of papers related to rural compulsory education
On the development of rural compulsory education
For a long time, people's governments at all levels, education administrative departments and rural primary and secondary schools have taken various measures to vigorously strengthen the construction of teachers, making the construction of teachers the top priority of school development, and the overall quality of rural teachers has been significantly improved. At the same time, we should also be soberly aware that there are still many problems in the construction of rural teachers, which have seriously affected the development of rural school education and become a serious practical problem faced by rural school administrators. As a rural educator, I am deeply anxious. Here, I will talk about my own understanding on the development of rural school education.
Keywords: rural areas; school education
China classification number: G5 12.3.
First, the status quo of rural school teachers
Generally speaking, the present situation of teachers in rural schools is not optimistic, especially in teaching points. Teachers are aging seriously. These teachers are older and their overall quality is not high. Apart from the unified financial salary, there is basically no other income.
Second, the status quo reasons
1, working environment factors
Education infrastructure and equipment are weak, and office conditions in rural schools are poor. A clever woman can't cook without rice, which restricts the development of teachers. However, some teachers are no longer as patient as before in the face of day-to-day classroom teaching, and have no higher requirements for their own work and teaching effect. As time goes on, they are more and more tired of repetitive work and lack enthusiasm for work.
2. Occupation and teachers' professional quality.
Teachers are regarded as the noblest profession in society, and parents, students and all walks of life have higher and higher expectations of teachers, which increases the work pressure of teachers. At the same time, teachers are a multi-role profession, not only imparting knowledge, parents' agents, students' collective leaders, but also students' friends, confidants and psychotherapy workers. The professional quality of teachers needs to be improved. For various reasons, the professional quality of rural teachers is not high. First, in recent years, normal colleges have become more and more market-oriented, and the quality of normal education has generally declined, and the quality of students has declined. The source of new teachers leads to the decline of the overall quality of teachers. Second, the academic education after teachers take part in the work goes through the motions, which affects the overall quality of teachers. Third, there are few opportunities for teachers' continuing education, single means, lack of resources, and insufficient pertinence and effectiveness of training, which cannot keep up with the pace of basic education reform. Fourth, rural teachers generally lack the spirit of lifelong learning, and few teachers can really regard teaching as a science. It is really inappropriate to stand on the podium by experience, rest on one's laurels, keep a closed mind, pay no attention to the accumulation and renewal of knowledge, and throw away all previous methods. Rural teachers, especially some middle-aged and elderly teachers, are not adapted to the new educational technology. Conditional schools have been equipped with Banbantong and multimedia classrooms. However, due to the lack of special training for teachers, teachers have not paid attention to special research, and the new educational technology has not been used well and has not been fully exerted.
3. Ideological and moral factors
With the deepening of the reform of socialist market economy, rural teachers are influenced and infiltrated by some bad phenomena and ethos in society. Some teachers are addicted to gambling, doing nothing, corporal punishment or corporal punishment in disguised form, demanding money and goods from students and their parents, and even moral corruption. In the current personnel management system, the teacher appointment system has been implemented for many years, but the school has no autonomy in employing people, and teachers have violated discipline. The school has no right to punish or even expel one or two teachers. Even if the headmaster has the courage to punish one or two teachers, this punishment is not a deterrent. Some teachers think that the headmaster is afraid to do anything with him, but he still goes his own way and has no sense of crisis and hardship.
4, professional structure imbalance
In rural schools, the phenomenon of teaching without learning and learning without teaching is extremely common, and the professional level of teachers is generally low. The problem of unreasonable subject structure of rural school teachers is very prominent. There are few professional teachers in most schools, and only some other professional teachers can serve. It is not uncommon for China to teach English and mathematics, and it is not uncommon for a professional graduate to teach two unrelated subjects. Due to the lack of professional teachers, the phenomenon of teaching without learning and learning without teaching has seriously restricted the improvement of rural school education quality to some extent.
5. Factors of students and parents in rural schools.
For many reasons, the comprehensive quality of rural children is often not what people want, and students are becoming more and more difficult to teach. At present, left-behind students account for the vast majority of students in rural schools. These students are generally poor in behavior habits, selfish, indifferent, lack of discipline, and are tired of learning. Since the implementation of free compulsory education, the burden of ordinary people has been reduced. Some parents do not pay enough attention to their children's learning, and it is difficult for teachers to make unremitting efforts to achieve the expected results. Parents of students are generally of low quality. Some parents have a weak sense of law and discipline, and the method of educating their children is simple and rude. Children cannot grow up in a good family environment, and it is difficult for school education and family education to form an educational synergy, which invisibly increases the difficulty of school education.
6. The treatment of rural teachers is generally low, and the income distribution of teachers is not reasonable enough.
Although the country has improved the treatment of rural teachers many times, the overall rate is not large, and the per capita income is still lower than that of civil servants, urban schools and other industries, which cannot attract outstanding talents to settle in rural areas.
At present, teachers' salaries are paid according to their professional titles, because there are places for senior professional titles in schools, especially senior professional titles. There are far more qualified teachers than limited places, which leads to a huge income gap between teachers with similar academic qualifications, academic qualifications, ability, workload and achievements (especially those in rural compulsory education): the difference between advanced and junior is nearly half. But also seriously affect retirement benefits. More than 90% of running a school well depends on teachers. There are too many artificial colors in the income gap between professional titles and salaries, which leads to the strongest sense of unfairness. The policy of paying teachers' salaries according to their professional titles affects stability, undermines fairness, damages the relationship between cadres and the masses, and poses a serious threat to the construction of a harmonious society.
It is a very urgent task for us to improve the treatment of rural school teachers, effectively stabilize the rural teachers, take various measures to strengthen the construction of rural teachers and strive to improve the quality of rural teachers. To develop rural school education, I think we can start from the following aspects:
(1) Strengthen the construction of professional ethics.
Schools should take advantage of the opportunity of the party's mass line education and practice activities. First of all, we should strengthen the education of teachers' outlook on life, world outlook and values. Second, as principals and school administrators, we should set an example and use our noble personality charm and emotional communication to make teachers happy to work. We should strengthen emotional communication with teachers in various ways, gain teachers' trust, do a good job in ideological and political work, and relieve teachers' bad emotions and psychological pressure in work and life in time. The third is to strengthen system construction. It is necessary to truly implement the principal responsibility system and the faculty appointment system, and implement promotion and demotion in job title evaluation, salary and employment.
(2) To reverse the unreasonable situation of teachers' professional structure and take various measures to improve teachers' professional quality.
The education administrative department should fully respect the opinions of the school in the deployment of teachers, strengthen the pertinence of macro-control, and try to let teachers engage in the teaching of this major. It is necessary to create a learning atmosphere by regularly checking the learning situation, purchasing books on education and teaching theory for teachers every year, running a good teacher reading room and holding teachers' professional knowledge examinations regularly. Implement pairing assistance between urban and rural schools. Urban schools are paired with rural schools. Urban schools regularly train teachers in the paired schools, and the paired schools organize teachers to study and attend classes in the paired urban schools in time to achieve the goal of common improvement.
(3) Increase investment in rural schools, further improve the treatment of rural school teachers and reform the current income distribution system as soon as possible.
The government should increase investment in rural schools and create necessary conditions for rural school construction and teacher training. To build a stable and high-quality team of rural teachers, improving the treatment of rural teachers is the key.
In order to prevent unfair distribution, people's livelihood problems caused by economic problems have increasingly evolved into serious social problems. Reform and development need wisdom and courage, and the task is heavy, which will definitely hinder many things. However, the revitalization of education and the development of the country can only be realized on the basis of reform. As a responsible government, we must shoulder the responsibility of the times and go forward bravely.
The hope of national rejuvenation lies in education, and the hope of educational rejuvenation lies in teachers. As a school level, we must strengthen the management of teachers, and as a government level, formulate a scientific and reasonable income distribution system as soon as possible to realize the benign development of rural education.
The second part of the papers related to rural compulsory education
Reflections on the Countermeasures of Compulsory Education in Rural Areas
In today's world, the competition of economy, science and technology, culture and comprehensive national strength is, in the final analysis, the competition of human resources, and the core of the competition of human resources is actually the competition of education. Rural compulsory education, as the primary problem in China's education development, plays an important role in social and economic development. This paper analyzes the present situation of rural compulsory education in China, and puts forward some countermeasures to develop rural compulsory education in China from the aspects of laws, policies, school-running ideas and teachers' quality.
Keywords: compulsory education; Current situation; Problems; Countermeasures
China Library Classification Number: G5 12.3 Document Identification Number: A.
There is a concept of "circuitous production" in economics, that is, to produce a certain product, we must first manufacture the tools for producing this product. In today's world, the competition of economy, science and technology, culture and comprehensive national strength is, in the final analysis, the competition of talents, and the core of talent competition is actually the competition of education. Therefore, if the country wants to develop, it must first do a good job in education. From June 5438 to October 2007, The 17th National Congress of the Communist Party of China was held in Beijing. At the meeting, delegates unanimously emphasized the importance of developing culture and people-oriented Scientific Outlook on Development, which fully reflected the concern of people's governments at all levels in China for education. Rural compulsory education, as the primary problem in China's education development, plays an important role in social and economic development.
First, the status quo of rural compulsory education
Since the reform and opening up, compulsory education in rural areas has developed by leaps and bounds with the continuous attention of the state to the issues concerning agriculture, countryside and farmers. From June 5 to February 2005, the State Council issued the Notice on Deepening the Reform of Rural Compulsory Education Funding Guarantee Mechanism. Since then, the Ministry of Education announced that starting from 2006, the China municipal government will invest at least 2 182 billion yuan to support rural compulsory education free of charge, so as to ensure that "rural children can afford to go to school". In addition, this year's strategy of building a new socialist countryside was issued as the No.1 document of the Central Committee, and a considerable part of it was about rural compulsory education, which will help improve the level of rural compulsory education and make remarkable achievements. First of all, nine-year free compulsory education has been basically popularized in all regions of China. Secondly, governments at all levels continue to improve the education management system and establish a guarantee mechanism for education funds. According to the decision of the State Council, China's rural compulsory education funds are invested in "three guarantees", that is, wages, operation and safety. Since 2006, the central government has arranged 5 billion yuan of special transfer payment funds every year to help the central and western regions pay the salaries of rural primary and secondary school teachers. In addition, with the support of special funds from the central government, governments at all levels raised funds to eliminate 6,543,800 square meters of dangerous buildings in primary and secondary schools. Thirdly, the rural compulsory education in China vigorously promotes the personnel reform and optimizes the teaching staff. At present, the existing normal colleges in China have formed a relatively stable scale of running schools, which basically meets the teachers' needs in the compulsory education stage. By the end of 2006, there were about 1.35 million students in colleges and universities nationwide. There are about 660 thousand students in secondary normal schools; The number of students in the College of Education is about 300,000; The number of students in normal schools is about 6.5438+0.9 million.
Second, the current problems in rural compulsory education
Although great achievements have been made in the reform and development of rural education in China, the weak links in rural education have not been fundamentally solved, and there are still many problems in rural compulsory education.
1, the goal of rural compulsory education is misplaced, and people's understanding of compulsory education is biased. The Outline of Education Reform and Development in China emphasizes that "education must serve socialist modernization, combine with productive labor, consciously obey and serve the center of economic construction, and promote all-round social progress." However, due to the limitation of rural people's living environment and backward ideas, many people equate further education with success, and think that the standard to measure the teaching quality of a school is the annual enrollment rate. Therefore, under the pressure of parents and society, the education work in rural junior high schools and primary schools can only revolve around the baton of entrance examination, forming a vicious circle of "emphasizing intellectual education over moral education, emphasizing scores over ability, and emphasizing entrance examination over practicality". Students' personality is suppressed, they lack creativity and social practice ability, and they have no ideology of promoting agriculture and loving agriculture.
Furthermore, in some areas, many parents still have a serious idea that learning is useless. They believe that instead of spending tens of thousands of yuan on children's education, it is better to invest in a small business, which is neither very risky nor able to recover profits on time. This phenomenon is mainly due to the imperfect social employment system, on the one hand, it causes a surplus of talents; On the other hand, some industries are seriously short of talents, which gives them a wrong understanding.
2. Insufficient investment in rural compulsory education, widening the gap between urban and rural education. After the reform of taxes and fees was carried out in China from 65438 to 0994, the tax burden of farmers was reduced a lot, but at the same time, some sources of funds for rural compulsory education were cut off. Although the state and governments at all levels have increased their investment in rural compulsory education, compared with the actual needs of the current development of compulsory education, it is still seriously insufficient. Therefore, rural compulsory education faces many difficulties. First of all, the conditions for running schools in rural primary and secondary schools in poverty-stricken areas are seriously lagging behind, and many school buildings are dilapidated. In some remote mountainous areas, farmers' children need to climb several hills and take several detours to go to school, and even some rural children are still taking classes in dangerous houses; Secondly, there is a serious shortage of office funds in rural primary and secondary schools, and the school operation is stretched, often making ends meet. Finally, rural schools have heavy debts and it is difficult to repay them.
At present, the educational conditions in rural areas of China cannot be compared with those in cities. Urban education has basically reached modernization, but most rural primary and secondary schools are still in the situation of one teacher, one book, one chalk and one class. According to the survey in Rollin Wang in 2005, we can clearly see this gap. Table 1 shows that the per capita expenditure of urban primary schools is 1.29 times that of rural areas; The per capita expenditure of extra-budgetary education in urban junior middle schools is more than that in rural areas 154 yuan, and the former is 1.49 times that of the latter.
Urban schools can set up affiliated schools and factories on campus, and they can often be sponsored by various social forces, while other sources of income for rural schools are quite limited and the amount is too small, especially in some poor counties, and it is difficult to get social support.
3. The overall quality of rural teachers is low, and the teaching staff is insufficient. In terms of teacher training, the state has issued corresponding policies and regulations, such as four-year free education for normal students in Shaanxi Normal University in recent years. However, undergraduate graduates tend to choose universities and middle schools in cities, and the shortage of teachers in rural areas has not been effectively solved. In some areas, due to the serious shortage of teachers, only junior high school graduates or people with primary school level can be hired as teachers. In addition, although the country has carried out the activities of supporting agriculture by teaching in the west, the shortage of rural teachers cannot be fundamentally improved because of the short teaching time and frequent teacher replacement. Or from another perspective, this kind of teaching and supporting agriculture has also affected the normal teaching order in rural areas. At present, in view of this problem, what the government should do is to train "local" teachers who have long been rooted in rural areas and serve rural compulsory education, rather than sporadic activities such as teaching and supporting agriculture. An important factor causing this phenomenon is the one-way upward flow of teachers. If the teachers in the village teach well, they will be transferred to the schools in the town. If the teachers in the town teach well, they will enter the schools in the county. By analogy, the enrollment rate determines whether a teacher can enter a school with better resources and get higher income. In other words, the introduction of a series of national policies has not directly penetrated into the most needed rural compulsory education.
4. Lack of government and social support makes it difficult to attract and retain outstanding talents. Take Xu Benyu, a young Shandong teacher who made a sensation in 2002 as an example. When he gave up the opportunity of graduate school and returned to Goudiaoyan Village, Maochang Town, Dafang County, Guizhou Province, to fulfill his original promise to the children, and the mass media and public opinion highly praised his courage to overcome difficulties and his willingness to contribute to society, should we also calmly think about how much support the country and all walks of life have given these volunteers? The answer is no. Because no matter how eye-catching the media reports are, it is an indisputable fact that Xu Benyu and his teaching classmates are still struggling tenaciously in a hard material life. Or to put it another way, if the government's policy support is strong enough, there may be thousands of Xu Benyu in Qian Qian, not just one.
In the activity of "supporting the west", there is a preferential policy that teaching students can give priority to finding jobs in the future. However, it is understood that most teaching students face the threat of unemployment after teaching, and society and enterprises have not given them priority because of a national policy or a paper certificate. I would like to ask, under such a system and execution, who is willing to choose to stay in the countryside for a long time on the basis that it is difficult to guarantee basic food and clothing?
Third, the development of rural compulsory education countermeasures
As we all know, China is a big agricultural country, and the development of rural economy determines China's modernization process. The problem of rural compulsory education is not only related to the cultivation of national talents, but also related to the development of rural economy in China. In view of the current problems in rural compulsory education in China, the author summarizes the following countermeasures:
1, strengthen the legal protection of rural compulsory education, and strengthen legal responsibility and law enforcement. Farmers generally lack awareness of the rule of law, do not know that children should be held accountable for failing to complete compulsory education, and children do not know how to protect their right to education with legal weapons. Party and government departments at all levels have also failed to supervise the phenomenon of students dropping out of school and let it develop. Therefore, we must first increase the publicity of the Compulsory Education Law and related laws and regulations, so that farmers can realize that it is illegal to let their children drop out of school. Secondly, it is necessary to strengthen the enforcement of compulsory education law by party and government organs at all levels. Thirdly, units and individuals that recruit school-age children to work and do business should be punished according to law.
2. Increase investment in rural compulsory education and build a guarantee mechanism. First of all, the central government is the main input. Since the State Council formulated the hierarchical management system in 2000, although China's rural compulsory education has made great progress, due to the unbalanced regional economic development, the investment in rural compulsory education in the western region is seriously insufficient. In view of this, China should increase the input of the central government, shift the focus of government input, and accelerate the pace of popularizing compulsory education throughout the country. Secondly, local governments and social organizations at all levels actively participate in education investment. After establishing a "state-led" education investment system, local governments at all levels should actively cooperate. In the use of special funds for education, the government should implement a flexible cross-level transfer system to ensure that education funds are invested in the most needed rural education grassroots, and at the same time shorten the transfer chain and improve efficiency. Finally, social enterprises, institutions and township enterprises should be encouraged to actively participate in the investment of rural education funds, and given certain policy inclinations to further expand the sources of funds.
In addition, the government should establish a special rural education guarantee mechanism to ensure the smooth progress of all work. If effective measures are taken to make up the arrears of old wages and supplement local wages and allowances, the stability of rural teachers can be guaranteed. Teachers' salaries should be synchronized with local salaries, and unified financial payment should be implemented. At the beginning of each year, it should be listed separately from the county financial budget, stored in special accounts, earmarked for special purposes, and fixed at regular intervals. The central and provincial governments should increase their support for poor counties and further improve their responsibility to guarantee teachers' salaries.
In addition, rural schools should change their ideas in time, pay attention to the countryside and most students. Moreover, schools and parents should realize that further education should not be the only goal of rural compulsory education, and it is most important to cultivate the basic quality of all students and lay the foundation for them to learn to survive. It is necessary to make students develop in an all-round way in moral, intellectual, physical, aesthetic and labor, and cultivate certain practical ability, so as to arouse students' enthusiasm for learning, so that all students can learn according to their own specialties and hobbies, make use of what they have learned, and join the society with a satisfactory attitude.
3. Innovate the mechanism of employing and retaining people to improve the quality of rural teachers. A century-long plan, education-oriented; Teachers are the foundation of education. National policies play an important role in attracting and retaining excellent teachers. As mentioned above, while increasing the intensity and scale of "supporting the border" and "teaching" in the western region, the state should also expand the preferential policies and security projects for teachers who are willing to stay in rural areas for a long time. In addition, this policy and guarantee should be continuous and flexible to ensure universal adaptability to rural education in all parts of the country.
There are many ways to improve the quality of rural teachers. Such as improving the on-the-job training system for rural teachers; Hold all kinds of training courses and rotate training regularly to ensure the correct training and teaching; Take effective measures to guide and restrain teachers' self-cultivation and self-success; Strengthen the communication between urban and rural teachers, that is, arrange excellent urban teachers to teach in rural schools on a regular basis, especially in poor areas, and arrange promising young and middle-aged teachers from rural areas to receive teaching practice training in urban schools in a planned way.
4. Take special support measures for difficult areas or groups. The level of development between rural areas in China is not exactly the same. Therefore, in order to ensure the implementation of national policies, we should pay special attention to some particularly poor areas (such as Xinjiang, Yunnan and Tibet). ) and take special measures to solve it. For example, on the basis of waiving tuition fees for nine-year compulsory education in rural areas, tuition fees and book fees can be waived, and families with students can give certain subsidies. The system of grants, scholarships and subsidies in colleges and universities can also be implemented in the compulsory education stage, and the implementation of these systems and measures will greatly reduce the dropout rate of rural students.
In addition, when a new national policy, especially the preferential education policy, is introduced, we can consider starting from the areas that need this policy most, instead of choosing to develop areas that are already quite good for pilot projects. This can not only improve the implementation of national policies, but also enable the poorest rural students to enjoy the preferential policies of the state, thus ensuring the enrollment rate of compulsory education. In addition, the pilot policy from the poorest areas will be promoted more smoothly and effectively, thus freeing up more time and expenses for the government to solve more prominent problems.
(Author: School of Management, Shaanxi University of Science and Technology)
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Papers related to rural compulsory education;
1. Primary school rural education papers
2. Rural middle school management papers
3. Papers on rural primary education
4. Relevant papers on the current situation of rural primary education
5. Graduation thesis of basic education
6. Research paper on student financial aid policy in compulsory education stage