First, the pulse should be accurate. The most direct and obvious reason why rural education should be revitalized is the huge gap between rural education and urban education. To prescribe a "prescription" for rural education, we must first "match the pulse" and see where these gaps are manifested and why. Personally, I think that compared with urban education, the current rural education mainly has the following aspects: poor school conditions, unbalanced resource allocation, weak teachers, rural teachers' general lack of self-confidence and identity in their work, serious loss of students and low education quality. The reasons for these gaps are comprehensive and complicated, including external factors such as the acceleration of urbanization, and of course the internal institutional mechanisms of education. Therefore, many problems in rural education are not the problems of education itself. We can't just talk about education, we should look at education outside education. Under the guidance of the goal of "educational fairness and quality" put forward at the national level, we can see the actual results by cooperating in many aspects, making comprehensive policies, persisting for a long time and being consistent. It is forbidden to build a car behind closed doors.
Second, the concept must go first. Educational concept is the cognitive basis and ideological premise of educational development and the forerunner of action, so is the revitalization of rural education. Not long ago, the Ministry of Education held a meeting of the leading group for rural revitalization and a promotion meeting to consolidate and expand the achievements of poverty alleviation through education and rural revitalization, and made arrangements for rural revitalization and rural education revitalization. It can be seen that the revitalization of rural education has risen to a national strategy, and all levels and localities are bound to attach great importance to it and speed up the development of this work. In this case, all localities should adjust measures to local conditions, have a clear goal orientation, value pursuit and "portrait" for the future of rural education in this region, and form the basic development concept of regional rural education. Only with this idea can the development of regional rural education form a common cognitive basis and discourse system, and can it form a benign rural education development ecology with one heart and one mind.
Third, the path should be clear. To realize the revitalization of rural education, we must adhere to the development path of paying equal attention to external plastic and endogenous. The so-called external plastic is to give full play to the functions of all levels and departments, and extensively contact and gather social forces. By implementing a package of positive external factors, such as financial inclination, policy support, resource support and platform guarantee, we can gather and empower rural education, create a healthy development ecology of rural education, promote the co-construction, sharing and symbiosis of rural education, and completely change the backward face of rural education. In addition, principals and teachers of rural schools are still the main force in the development of rural education. To implement the strategy of revitalizing rural education, we must rely on rural education closely. While empowering them and supporting the overall improvement of rural schools, we will strive to create a relaxed and independent development environment for rural schools through measures such as simple administration and decentralization, typical cultivation, alliance pairing, selection and commendation, and evaluation reform, and do everything possible to mobilize and stimulate the innovation enthusiasm of grassroots rural schools and encourage front-line teachers and principals to move forward with love and responsibility.
Fourth, the direction should be clear. Rural education and urban education are located in different environments, and their development directions should be different. We must not simply develop rural education with the development idea, development model and target orientation of urban education, otherwise it will be "acclimatized". Zhang Jing of Beijing 265438+ Twentieth Century Education Research Institute believes that the development of rural education should have three directions. First of all, it should be rooted in the local area, not only in curriculum development and construction, but also in the better development and utilization of local teaching resources. In terms of social function, we should also regard the school as a part of the countryside, open the campus, let the villagers participate in the school construction and provide support and services for the community. Second, contact with life, learning methods and educational means should be daily, and life should be educated everywhere; Third, facing the future and looking at the world, the evaluation and vision of rural education should be more long-term, and should not be limited to temporary academic achievements. At the same time, she also pointed out that the ideal rural school should be a "small but beautiful" school, with close teacher-student relationship, child-friendly campus environment, life-oriented educational content, personalized learning methods, humanized school management and dignified education. These views on the development of rural education are very worthy of reference and absorption by all localities.
Fifth, we should avoid misunderstanding. To revitalize rural education, all levels and localities should issue some documents, implement some projects, incorporate them into supervision and evaluation, and promote implementation. In my opinion, the documents issued should be concise and clear, pointing to the solution to the criticism that restricts the development of rural education, highlighting the innovation of policies, systems and measures, hitting the hearts of rural educators at a glance, stimulating their entrepreneurial spirit, and avoiding going into the misunderstanding of simply classifying and summarizing the policies that have been issued before or will be issued soon. Although it seems to be numerous and comprehensive, it seems that the focus is not clear and prominent. In the implementation of the project, it is necessary to clarify the main body of investment and implementation, and avoid the misunderstanding of putting the task in rural grass-roots schools because the main body is not clear. This will not only make rural schools, which are already short of funds because of insufficient students, "worse", but also increase the extra workload of schools, make them fall into a pile of irrelevant affairs and weaken their enthusiasm for innovation and development. Especially when it comes to capital investment, it is best to include it in the financial budget or implement one thing and one discussion. In the supervision and evaluation, it is necessary to clarify the subject, simplify the evaluation method, avoid the misunderstanding of attaching importance to materials but neglecting practical results, and be the same as the evaluation standard of urban education, so as to truly play the role of "baton" and "master switch" in supervision and evaluation.