1. According to the number of students, rural primary schools are equipped with conventional teaching instruments and equipment, and the allocation rate of school teaching instruments and equipment is improved while ensuring the basic teaching needs. Let rural children complete the same experiment instead of "listening to the experiment" in front of a pile of outdated instruments with homemade tools.
2. Strive to set up computer rooms for rural primary schools, complete the rural primary school Internet access project, and give students the opportunity to receive information technology education. In contrast, rural schools need information technology more than urban schools, because it is an important window for rural children to accept advanced culture and an important way for rural teachers to improve their own quality.
3. Actively rebuild village-level primary school libraries. Although it is extremely difficult for village primary schools to distribute books according to the standard of 30-50 books per student, we can consider establishing a "mobile" library. 3-4 primary schools in neighboring villages share a set of books and exchange them regularly. In this way, because the books in different schools are different, as long as each school reaches about 10, the number of books per student can be used by changing books. I believe that only when conditions are good can our school retain teachers and students and talk about the development of our school.
Second, let teachers "flow"
1. Nowadays, it is generally difficult to train and retain teachers in rural education. Excellent teachers always "flow" from bottom to top, and rarely "flow" from top to bottom. Although this situation has been improved through teaching activities in recent years, rural schools can basically run full classes, but the problem can not be ignored.
2. Some village-level primary school teachers have to teach all the courses of three or four subjects. They are complaining about writing more than 300 lesson plans in one semester. At the same time, teachers in schools in the district are also complaining about why others only teach ten or eight students, but they have to teach forty or fifty. In addition, many village-level primary school teachers have not studied professionally, and they are "learning now and selling now" every day, which is easy to form job burnout and seriously affects the quality of teaching.
As far as the current situation is concerned, to solve this problem, we can try to let teachers teach in more schools. That is, a teacher teaches in two or two schools at the same time. For example, a teacher teaches music in grades 5-6 in a township central school from Monday to Thursday, and teaches music in grades 5-6 in a village primary school from Friday to a year. In this way, the amount of lesson preparation and workload of teachers are similar, which is also conducive to the unified management of schools. If students can get the same education, it will reduce losses and promote the balanced development of rural education.
Third, strengthen the daily management of rural primary schools.
At present, the central school is mainly responsible for the management of village-level primary schools, and leaders at or above the district level rarely go to rural primary schools for field visits. Central proofreaders mostly adopt centralized inspection and supervision mode in the management of rural primary schools, lacking daily inspection and supervision. Many rural primary schools are like an "independent kingdom". It is not surprising that teachers have low enthusiasm, poor attitude and lax discipline. Therefore, strengthening the management of rural primary schools is an important means to improve rural education.