Judging from the actual situation of China's education, we must first solve the following problems of uncoordinated education development:

(1) Increase investment in basic education. Attaching importance to higher education while neglecting primary and secondary education, the investment in higher education is far greater than that in primary and secondary education, which is the most important manifestation of educational imbalance in China in recent years. 1996, the per capita daily education expenditure of preschool and primary education, secondary education and higher education in China accounted for 6%, 12% and 67% of the per capita GNP respectively; In the same year, South Korea's figures were 17%, 13% and 6% respectively, and Japan's figures were 17%, 19% and 14% respectively. [7] This investment bias with inverted focus is in contrast with the actual benefits of education investment, because in fact, the benefits of basic education investment are the greatest. There is no reasonable "pyramid" proportion structure among junior college, undergraduate and graduate students in higher education. For example, in 2003, the enrollment ratio of undergraduate and junior college students was 1: 0.93, and the enrollment ratio of undergraduate and graduate students was 1: 0. 15, which caused graduate students to work as undergraduates, undergraduates to work as junior college students, junior college students to work as secondary school students, and secondary school students to work as secondary school students. We suggest speeding up the transformation of universities and transforming a considerable number of state-owned universities into private universities. After the transformation, the original university funds will be mainly given to schools with basic education.

(2) Increase investment in rural education. The overall level of rural compulsory education in China is relatively backward, farmers' children can't receive high-quality education, the learning content is seriously divorced from social reality, the level of teachers is relatively low, and the basic implementation of education can't be guaranteed. We believe that the central finance and provincial finance should mainly guarantee the basic funds for rural education, especially in areas with very difficult finances, and it is impossible for county-level finance to solve the basic expenses needed for local education.

(3) Cancel the division of arts and sciences and attach importance to humanities and social sciences. The proportion of liberal arts in China is relatively low, and the proportion of liberal arts in higher education in developed countries exceeds 60%, while that in China is only about 33% [9]. The tertiary industry (corresponding to liberal arts) has developed rapidly in modern society, which has become an important symbol of the transformation of national industrial structure from low to high. The division of arts and sciences has greatly weakened the level of liberal arts. Almost without exception, middle schools used all over the country are people who can't get into science studying liberal arts. Learning liberal arts is not out of interest or love, but a helpless choice. A country that does not attach importance to social science, a country where liberal arts students have no status, cannot make real achievements in scientific decision-making and humanistic spirit. In fact, many children's talents began to appear after college. For example, in Qian Weichang, the second year of high school began to develop from liberal arts to science. We may lose a large number of real natural scientists and real masters of humanities and social sciences if we divide subjects too early. The division of arts and sciences has also intensified the effect of exam-oriented education. Because of the division of arts and sciences, science knowledge becomes more and more difficult, and exams become more and more difficult, because only in this way can students' learning level be distinguished. All science students should start learning what they will never use, and a few students are the learning objects accompanied by the vast majority of students.

Some people may say that if there is no division of arts and sciences, our natural science development will fall behind, and the scientific knowledge of American primary and secondary schools is much simpler than ours. Why do their natural sciences develop faster than ours? In fact, we can let those students who are really talented in science learn more, faster and better through summer courses in universities.

China people's educational level and scientific and cultural quality have been greatly improved, but on the whole, they are far from meeting the needs of economic and social development. Not only is the number of talents insufficient, but the quality of education cannot meet the needs of society. In 200 1, the average length of education is about 8 years (1990 is about 6 years), while in some countries, the average length of education is about 3.4 years in the United States, 0.7 years in Ireland, and 0.7 years in Korea. In 2000, 36 1 1 of every 65,438+million people in China had a university degree (1990/422). In order to build a well-off society in an all-round way, in 20 10, there will be more than 7,000 people with college education per 10, 000 people in China, and it will reach about13,500 people in 2020. The average educational years of the population is close to 1 1 year. In 2003, the annual gross enrollment rate of higher education in China has reached 17%, which is just close to the world average 1997, while the average level in developed countries has reached 6 1. 1%. In 2000, among the employed population in China, the proportion with high school education or above was 18%, and the proportion with college education or above was only 5%, while the average values of corresponding indicators in OECD countries 1998 were 80% and 26% respectively. From 65438 to 0998, the number of people engaged in scientific research in China was only 8.4 per 10,000 laborers, compared with 80 in Japan and 74 in the United States. [8] This requires us to jump out of education to look at education and coordinate the coordinated development of education and economy and society from a macro perspective.

5. Change the mode of educational growth and establish a sustainable concept of educational development.

In recent years, the development of education in China is mainly based on scale expansion and extensive development, and the quality is exchanged for the extraordinary development of education. It is mainly manifested in the fact that the speed and scale of education development exceed the actual bearing capacity, and the investment in education cannot keep up with the development requirements. In 2000, the total amount of education funds in China reached 384.9 billion yuan, but compared with the needs of popularizing nine-year compulsory education and the extraordinary development of higher education, the gap is still huge. In the Ninth Five-Year Plan, some places were eager to achieve success, and reached the standard for the sake of reaching the standard, and they resorted to fraud, resulting in serious debts in education. Take Hunan as an example. In 2002, the education debt reached 365,438+75 million yuan, including 2.53 billion yuan in rural primary and secondary schools. The current debt of rural education in Anhui is about 2 billion yuan, most of which was gradually formed in the process of implementing the "two basics" in previous years. [9] Even in Cangnan County, Wenzhou, which is economically developed, by April 2002, the total debt of education in the county was nearly 200 million yuan, including 654.38+25 million yuan for schools in compulsory education and 32 primary and secondary schools in 36 townships. "Many primary and secondary schools are on the verge of bankruptcy due to heavy debts." [10] After five years of higher education expansion, the gross enrollment rate of higher education in 2003 quickly reached 17% (only 7. 2% in 1995 and below 4% before 1993), and the number of students in various higher education is190,000. [1 1] However, due to insufficient investment, it is bringing severe challenges to the quality of higher education.

In the direction of educational reform, it advocates international integration, but relatively ignores the advantages and characteristics of local education. As a modern country, we are caught between industrialization and informationization, modernity and post-modernism. The development of education should choose a balance between catching up and surpassing. However, most of us focus on imitation and take western education as the criterion. The discourse of educational reform and criticism shows an obvious tendency of "western centralism", trying to get rid of all the educational disadvantages in a short time by adopting the mode of criticism, "revolution" and "interruption", but discarding our existing educational "personality". On the contrary, the West is learning from China, while others are abandoning what we have learned. An American education expert said: "Don't blindly believe in the American education system. Some aspects of our education system are not satisfactory. ..... Some high school graduates, reading ability is only the level of the third grade of primary school. ..... American children advocate individuality and pursue freedom from childhood, and there is no such concept as "teacher dignity". Teachers spend far more time on classroom order than teachers in China. If there are more students in the class, the teacher will be powerless. " [ 12]

Since the founding of the People's Republic of China, educational discrimination has basically disappeared in China. However, in addition to the development gap caused by historical reasons, the educational unfairness caused by institutional reasons still exists significantly and presents an increasingly serious trend. For example, the public policy of education adopts the value orientation of "city center" and formulates a unified national outline, teaching materials and examination standards according to the academic ability of urban students; Uneven allocation of resources, lack of perfect financial transfer payment system, and the establishment of key schools at different levels in the same area have artificially created a large number of weak schools, most of which are located in cities and towns, which are only conducive to the further study of students in developed areas and cities. In addition, due to the widening gap between the rich and the poor, different social capital and cultural capital of families at all levels, and the existence of educational corruption such as "striped students" and "paying students", the educational rights of vulnerable groups are not guaranteed, which intensifies the educational injustice.

Therefore, the future development of education should be closely combined with accelerating development, increasing investment, improving school conditions, adjusting discipline structure and consolidating and improving quality; Combine domestic education reform with the development trend of foreign education reasonably. Combine current interests with long-term interests, local interests with overall interests, minority interests with public interests; In this way, education itself will have a stable and sustainable development situation and promote the sustainable development of economy and society.

6. Establish a correct educational evaluation standard and a scientific educational evaluation mechanism.

The concept of educational evaluation is the baton of educational reform and development. What kind of educational evaluation ideas and standards will lead to what kind of educational reform actions and educational development trends. In recent years, education in China has developed rapidly, but there seems to be too little thinking about what is the best education and what is the best state of education development. Judging from the present situation, the main problem is that education lacks a reasonable evaluation standard system and evaluation mechanism. The construction of educational image project in some areas is still going on, and the coordination of regional education is poor; Some schools only pay attention to "hardware" and ignore "software". The school construction is magnificent, but the education and teaching are still the same, regardless of the quality. Some colleges and universities are busy with majors and places to go to school, but they have no corresponding construction and investment, or they issue diplomas and degrees indiscriminately; In the teaching assessment, only the passing rate and the enrollment rate are emphasized, and education is ignored; In the evaluation of students, only the score is emphasized, but the character is ignored. We believe that the highest criterion for evaluating the development of education is whether education can promote economic development, social progress, cultural prosperity and political democracy; Whether it can promote people's all-round development and meet people's growing educational needs. Therefore, it is necessary to establish a series of educational evaluation standards and systems, such as school-running standards at all levels (including teachers, school buildings, instruments, facilities, equipment, per capita funds, teacher-student ratio, etc. ), teaching quality evaluation standards and systems in institutions of higher learning, national benchmarks for the development of compulsory education, teaching quality evaluation standards for basic education, teaching quality evaluation standards for teachers, school-running benefits evaluation standards, and student development evaluation standards. The existing evaluation, first, the value orientation is single, and the evaluation standards lack diversity; Second, the evaluation is presided over by the administrative department, carried out from top to bottom, and the educational administrative institutions combine "singing opera" with "commenting on opera". To implement Scientific Outlook on Development, on the one hand, we should establish evaluation standards suitable for people-oriented Scientific Outlook on Development and strengthen educational administrative supervision; On the other hand, if we want to jump out of education evaluation, we must establish a non-governmental education evaluation intermediary organization, so that people outside the education department can evaluate education and evaluate the quality level of running schools. In particular, we should encourage the mass media, the Internet and the community's folk evaluation.