Papers on rural education 1
Analysis of Rural Teachers' Continuing Education
Abstract: With the deepening and development of education reform, society pays more and more attention to rural education, and the quality of rural education depends largely on the level of teachers. Rural teachers must continue to receive education, constantly expand their theoretical and applied knowledge, establish the idea of lifelong learning and improve the quality of rural education.
Keywords: rural teachers; Continuing education; Problems; tactics
First, the connotation of continuing education
In this paper, continuing education refers to the training of rural teachers, the main goal of which is to improve their political quality, teaching and scientific research ability, including on-the-job training, novice teacher training, backbone teacher training and education to improve their academic level.
At present, there are some common problems in teachers' continuing education at home and abroad. For example, the lack of funds and the lack of teachers' quality have led to more and more ineffective teacher education in rural primary and secondary schools. Below I will summarize and analyze the problems existing in the continuing education of rural teachers.
Second, the continuing education of rural teachers problems
1. Rural teachers lack funds for continuing education.
The vast majority of rural primary school teachers themselves are from rural areas, and their families are inherently weak. In addition, after work, rural primary school teachers, especially male teachers, are mostly single-worker families. Wages are the main source of their families, and the economic burden is heavy. Although the school will give some subsidies, many teachers are unwilling to take part in the work because of economic urgency. However, teachers' failure to participate in continuing education not only violates the educational requirements, but also affects their personal future. Therefore, continuing education is a dilemma for rural teachers.
2. There is no perfect monitoring and evaluation mechanism in the country.
(1) There is no strict attendance system.
Teachers who take part in continuing education take serious leave, and the phenomenon of being late and leaving early can be seen from time to time, but it is not strictly recorded. In class, they will listen to what they think is meaningful, but if the content is boring, they will run away.
(2) The examination system is not perfect.
Although there are exam instructions and regulations on continuing education courses, such as usual grades and exam results, for various reasons, participating teachers can't scientifically and comprehensively grade students, and many of them become a mere formality and can't be implemented.
(3) The evaluation system is incomplete.
There is a lack of planned follow-up investigation and research on the improvement of professional ability of trained teachers in teaching practice. Training institutions take the form of feedback and attending classes in schools to monitor the quality of education. They often notify the schools in advance, and teachers will make careful preparations in advance, so that it is impossible to evaluate the real level and it will appear again? Referee? And then what? Team members? The problem of integration.
3. Teachers' concept of continuing education lags behind.
(1) is too practical in concept.
Teachers with senior professional titles think that the professional titles are at the top anyway, and the practical value of continuing education is not great, so they are unwilling to participate in the training. Those who think that there is no hope of promotion in recent years and that participating in continuing education has no quick effect on themselves will not participate in the training. The guiding ideology of a considerable number of teachers participating in continuing education and training is that they are willing to participate only if they can guarantee the issuance of certificates and the certificates issued will be useful in the future, rather than considering whether to participate in training from the perspective of promoting teaching.
(2) Understanding is too superficial
Continuing education is an important channel for teachers' lifelong learning and an important means to update teachers' concepts, expand teachers' knowledge and improve teachers' teaching methods. It is forward-looking, but the teaching conditions in rural areas are relatively backward, and the information environment in rural areas and teachers' initiative in acquiring new educational trends are not enough. Therefore, the understanding of the significance of continuing education still stays at? Far from hydrolysis, near thirst? On the level of.
Third, suggestions to improve the quality of continuing education for rural teachers
1. Increase investment in continuing education of rural teachers.
The backwardness of rural economy and the lack of training funds eventually lead to the lack of motivation and stamina for continuing education. Proceeding from China's rural reality, we should guarantee the funds for rural teachers' continuing education from the following aspects.
(1) Establish a fund system for continuing education of rural teachers.
One of the main factors restricting teachers' continuing education in China is the problem of education funds, especially in poor and backward areas, schools and teachers are overwhelmed. Therefore, the state should set up a fund for teachers' education, which is operated by a designated specialized agency, to turn teachers' continuing education into a social education activity, to ensure that every rural teacher who needs and wants to learn has the opportunity to learn, to make teachers' continuing education a mass education and to prevent continuing education from becoming an aristocratic education. Relationship? Education.
(2) A certain percentage of tuition fees for continuing education shall be reduced or exempted.
The government should introduce preferential policies for rural teachers' continuing education, reduce a certain percentage of tuition fees according to different poverty levels, and solve the economic burden of rural teachers' continuing education to some extent. Only on the basis of preferential economic policies can the rights and obligations of rural teachers' continuing education be strictly guaranteed.
2. Improve the evaluation mechanism of continuing education.
(1) Take a serious examination of discipline.
After each training task is completed, the Municipal Education Commission will organize the examination and assessment. All townships and towns implement full cross-invigilation, and the education commission sends cadres to supervise and inspect on the spot to ensure the smooth completion of the examination work. After each step of assessment, the assessment leading group of each township organization will assess each teacher for each project according to the unified assessment content and requirements formulated by the Municipal Education Commission, and the Municipal Teachers' Continuing Education Office will also send people to each township for supervision.
(2) The examination content should be diversified.
The contents of the examination should be various: first, the examination of professional knowledge and applied skills. The second is to practice what you have learned, whether to apply the theoretical knowledge you have learned to practical work, whether to use theory to guide practice and solve specific educational problems. The third is the assessment of teachers' morality and personal accomplishment.
(3) Adopting various evaluation methods to ensure the effectiveness of evaluation.
The current evaluation method of continuing education is too simple, and there are some problems such as evaluation for evaluation, disconnection between evaluation and current educational objectives, teaching content and educational management. In order to fully reflect the quality of continuing education, various evaluation methods should be adopted to ensure the objectivity of evaluation.
(4) Form a scientific evaluation subject.
To comprehensively measure the quality of continuing education, we should unite the education authorities, teachers' further education schools, teaching and research departments and student schools to form a multi-party evaluation subject. All departments should cooperate closely, weave a coordinated evaluation network together, incorporate education quality evaluation into daily management, and fully reflect the quality of rural teachers' continuing education.
3. Renew the concept of continuing education for rural teachers.
(1) Change the ideas of governments at all levels and educational administrative departments.
Leaders of education authorities should consciously and actively study the documents, principles and policies related to teachers' continuing education, further clarify the purpose and significance of participating in continuing education, and also establish some incentive measures. For example, teachers who participate in continuing education have good grades and will be given certain bonuses and other rewards.
(2) Change the concept of rural teachers.
There are many ways for students to acquire knowledge, and the content of accepting knowledge is also complicated. Therefore, as rural teachers, if they want to improve the quality of rural education and enhance the value of personal education, they must establish a new concept of talent, quality, teaching and occupation, and constantly update their knowledge structure. This can only be done through continuous learning and continuing education, and only in this way can they adapt to the development of society and education.
Rural teachers should realize the urgency and inevitability of improving their own quality, and any one-off school education can no longer meet the needs of people to constantly update their knowledge, so rural teachers should constantly expand their theoretical and applied knowledge, establish the idea of lifelong learning, and improve the quality of rural education.
References:
Li Dajian. Research on continuing education of principals and teachers in primary and secondary schools. Beijing: Aviation Industry Press, 2004.
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Papers on rural education II
On Rural Family Education Investment
This study is a descriptive survey, taking rural families as the analysis unit, mainly discussing the general laws and influencing factors of rural family education investment. This study follows the idea of combining empirical research with systematic analysis, systematically discusses the investment behavior of rural family education on the basis of analyzing and drawing lessons from previous research results, and compiles a questionnaire on rural family education investment behavior. Then, through questionnaire survey and factor analysis, it analyzes the general laws, differences and influencing factors of rural family education investment behavior.
Keywords: family education; Investment behavior; different
First, the research background
1. 1 research object
In this study, Shaanxi farmers were selected to conduct a sample survey in the rural areas of Chang 'an District, xi, provided that families with children reached anthropological age. There are 25 sub-district offices, 67/kloc-0 administrative villages and 2/kloc-0 neighborhood committees in the whole region. 20 10397, the total registered population of Chang 'an District was 10397, including 836,200 agricultural population, 203,500 non-agricultural population and 80.43% agricultural population. In 20 13 years, the per capita disposable income of urban residents in Chang 'an District was 29,460 yuan, and that of rural residents was12,695 yuan.
1.2 survey sampling
The survey and sampling adhere to the economic level as the standard and strive to be representative. Choose 1 township with high economic level: Guodu Sub-district Office. 1: Wangqu Sub-district Office; 1 Lower floor of Zhai Wei Sub-district Office. Each sub-district office chooses a representative administrative village for investigation. Xiaoguan Village, selected by Guodu Sub-district Office, is located in the Development Zone of University Town, and its income mainly comes from small business and rent. Wangqu Sub-district Office chose Zaoyuan Village, Nanjie Village and Liming Village, and its income mainly depended on going out to work. Zhai Wei Sub-district Office chose Pengcun and Houping Village, which are far away from the urban areas and whose income mainly depends on farming at home. A total of 400 questionnaires were distributed in this survey, of which 345 were recovered and 345 were valid, with an effective rate of 86%.
1.3 questionnaire design and answering method
The questionnaire is designed with 20 multiple-choice questions, 3 multiple-choice questions and the rest are all single-choice questions. 1-5 The topic is the basic situation of the family, and the other topics involve family education attitude, educational purpose, educational investment (financial resources, emotion and manpower), dropping out of school (children's reasons, family reasons) and investment choice (choosing children and choosing a way out).
1.4 research methods
This study adopts the methods of literature, comparison, demonstration, questionnaire and interview. Mainly through questionnaires.
2. Study on the differences of rural family education investment behavior.
2. 1. The influence of family structure on educational investment behavior
When families have difficulties and can only maintain the education of a few or one child, different family types make different choices. The selection criteria of each family are basically to choose the children with good academic performance first, followed by the younger boys. The choice of boys is highlighted in one son, one woman, many children and many women. The generation of some gender bias is inseparable from the influence of traditional rural concepts. Thousands of years of patriarchal thinking will have a certain impact on people's choices. The age deviation is related to the actual situation in rural areas. Older children are in better health than younger children. Therefore, older children often become the successors of their parents' family work prematurely, and younger children naturally get the opportunity to continue their school education. Moreover, in people's minds, the concepts of "smallness" and "pampering" are everywhere, prompting families to behave in small ways under special circumstances.
2.2 The influence of family structure on the choice of educational investment
On the choice of not going to further education after graduation, 28.6% of families with many children and many girls, and 1 1.5% of families with one child and many girls choose to let their children go home to farm and work. It can be seen that families with many children in rural areas may be willing to let their children go home to farm and work because of economic pressure, and it can also be seen that there is still a certain patriarchal ideology in rural areas. In the choice mode of finding a school at all costs for children to continue their studies, the highest proportion is 38.7% for multiple girls, 35.4% for one son and one daughter, and 30.4% for only children. The reason for this phenomenon is that although there is still a preference for boys in rural areas, people are willing to accept this fact after the children in the family are determined. Instead, they put aside the regret of lacking children and cherish the existing human resources, trying to make their children get ahead in their studies.
2.3 the impact of family income on educational choices
1 For families with financial conditions, 20% choose to let their children work or work directly; for families with financial conditions of 2, 3, 4 and 5.6, 6.75%, 68%, 4.8%, 0% and 0% choose to let their children go home to work or work directly. In contrast, parents are more willing to find a school for their children to continue their studies at all costs than to find a way. If they can't do it, they have to go home. In all kinds of selected projects, the highest proportion is to send children to vocational and technical schools to study technology schools. They don't want to directly turn their children into labor, but hope that their children will find a way out after vocational training.
In a word, we think that the family economic situation has no important influence on the choice of family education investment. In the face of students eliminated by the education system, whether families will continue to invest in education is not a problem that the economy can solve. The preferred mode of most families is to send them to vocational and technical schools for training before finding jobs, and secondly, to find a higher-level school at all costs for their children to continue their studies. It can be seen that rural families will not neglect their children's education just because of their economic situation.
2.4 The influence of parents' gender differences on educational expectations
Father's educational expectation for children is higher than mother's in three aspects: below high school, high school or technical secondary school, and undergraduate course, while the proportion of mother's graduate study and going abroad, and to what extent, are higher than father's. This shows that in rural areas, mothers often have higher expectations for their children's education, and their choices for their children's learning are more democratic, leaving their children with choices.
2.5 The influence of parents' gender on the choice of educational investment
When the family encounters difficulties, most parents will choose their children with good grades to continue their education, and the proportion of mothers in this item is much higher than that of fathers, which shows that mothers can make more rational choices and judgments when choosing education investment. In choosing girls and children regardless of grades, the proportion of fathers standing is much higher than that of mothers. This shows that emotionally, fathers prefer girls and take care of younger children. This is also in line with our guess.
2.6 The influence of parents' gender on their inability to enter higher education
When they fail to enter high school, their parents' first choice is to send their children to vocational and technical schools or training courses to learn skills. However, in trying to find a way out, the proportion of fathers is obviously higher than that of mothers, and in finding schools for them to continue their studies at all costs, the proportion of mothers is far higher than that of fathers. This shows that mothers prefer their children to learn culture and find a good job in the future. And many fathers think that as long as they try their best, the rest will come naturally.
Third, the conclusion
After this investigation, the author found that, ideologically, rural families are generally aware of the importance of education, and expect their children to at least finish their undergraduate courses, jump out of the farm and learn the culture they need in their future lives; In action, rural families have also invested a lot of manpower, emotion and financial resources in their children's education. However, a few families still prefer boys to girls.
At the same time, the investment behavior of rural family education varies with family structure and family income, and there are differences between parents.
Thirdly, after discussion and analysis, the author believes that there are still the following shortcomings in this study:
1) This study belongs to micro-empirical analysis. In the process of data analysis, more statistical data are used than the comprehensive evaluation of econometric models. Many descriptions and deep reasoning; There are many phenomena, many factors and few measures and countermeasures. Therefore, the conclusion needs further discussion.
2) The investigation was conducted in a county, so the research conclusion is applicable to similar areas, which may have certain limitations in typicality.
References:
Huang Rongsheng. Study on the relationship between junior middle school students' mental health and parents' attitude towards discipline. Journal of Zhangzhou Teachers College, 200 1, (7)
[2] Li Baizhen, Guan Ying. A study of parents' educational ideas. Journal of Tianjin Normal University, 1995, (4)
[3] Liu Huashan. On China's concept of fertility in social changes. Huazhong Normal University, 1997, (2)
[4] Li Lei. Characteristics and relationship between self-concept and parental evaluation of adolescents with learning disabilities. Psychological Science, 1997, (4)
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