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Ask for the outline of the investigation and analysis report on the development of compulsory education in China!
I hope it works for you. Investigation and analysis report on the development of compulsory education in China 1. Introduction Since the Third Plenary Session of the Eleventh Central Committee was held in 1978, China's economy has developed rapidly and achieved remarkable achievements. So far, China has basically achieved the goal of entering a well-off society. At the same time, the uncoordinated factors of economic development are gradually emerging, and the economic gap between urban and rural areas is growing. Most rural areas in China are still poor and backward. The low overall quality of farmers and the lack of rural professionals have seriously hindered the development of rural economy. Therefore, how to cultivate a large number of professionals who can work in rural areas with peace of mind and high-quality rural labor force to meet the needs of rural economic reform and social development has become the main task of rural reform and development. Its important content is to popularize nine-year compulsory education in rural areas. Since the founding of New China, especially since the reform and development, China's compulsory education has made great progress and the national quality has been greatly improved. From 65438 to 0986, the State Council promulgated the Compulsory Education Law, which legally guaranteed compulsory education, further promoted its development and became a milestone in the history of compulsory education in China. However, in rural areas with slow economic development, it is still difficult to popularize rural compulsory education in China due to the influence of economy, environment, population and teaching resources. The development of rural compulsory education, especially in the central and western regions, is still struggling. In order to fundamentally change this situation, the state has gradually exempted the tuition and miscellaneous fees of students in nine-year compulsory education in rural areas of central and western China since 2006. How much has this policy played in the development of compulsory education? With this question, I conducted a week-long investigation in Miluo City, Hunan Province. This paper summarizes some situations and problems found in the activities, hoping to help the development of compulsory education. Second, some basic information about nine-year compulsory education in rural areas 1) Understanding of nine-year compulsory education Among the respondents, 59.2% of the respondents know what nine-year compulsory education is, but in the conversation with them, we found that most of the respondents only know that nine-year compulsory education means going to primary school and junior high school, and they don't know other related education issues; At the same time, 39.8% of the respondents said they didn't know what nine-year compulsory education was. This shows that people in rural areas, especially in some poor and backward mountainous areas, have a superficial understanding of compulsory education and the concept of compulsory education has not been fully implemented. The relevant state departments should strengthen the publicity of compulsory education, deepen its impression in the hearts of rural residents, and popularize the concept of compulsory education. 2) Parents' concern for students' learning. Among the interviewees, 97. 1% believe that reading has an important influence on children's future growth path. When talking with these interviewees, we found that quite a few of them hope that their children will study hard, be admitted to universities, change their destiny through study, find a good job through universities, and then integrate into cities and live a better life. There are also some respondents who think that learning something will be useful in the future, but they don't care whether their children go to college or not. At the same time, 2.9% of the respondents believe that reading or not has little impact on their children's future. Iii. The influence of national policies and government on rural nine-year compulsory education 1) The influence of waiving tuition and fees on rural nine-year compulsory education In the survey, 5.8% of the respondents thought that waiving tuition and fees did not reduce the economic burden of families; 45.6% of the respondents reported that this policy reduced the family burden to some extent; 40.8% of the respondents believe that the exemption of tuition and miscellaneous fees has played a great role in reducing the family's economic burden; There are also 6.8% respondents who believe that waiving tuition and miscellaneous fees plays a very important role in reducing the financial burden of families. After the tuition and miscellaneous fees were reduced, 93.2% of the respondents expressed their willingness to let their children continue to complete the nine-year compulsory education, and 6.8% of the respondents indicated that they would let their children complete the nine-year compulsory education according to their family situation. This shows that the policy of reducing tuition and miscellaneous fees has played a very positive role in general and will play a very important role in popularizing compulsory education in rural areas, especially in western rural areas. 2) Regarding disguised fees and policy implementation, 20.4% of the respondents believe that the school will definitely charge in disguised form after reducing tuition and fees; 47.6% of the respondents believe that schools generally charge fees in disguise; Only 29. 1% and less than 30% of the respondents think that schools will not charge fees in disguise. Among the options of whether to implement this policy, 16.5% of the respondents believe that this policy will be well implemented; 36.9% of the respondents believe that this policy will only be partially implemented; There are also 16.5% respondents who believe that this policy will not be implemented; There are also 22.3% people who think it is unclear whether this policy will be implemented. This shows that there is not enough trust and communication between the school and parents, and it also shows that the financial situation of the school is not open enough, and parents fail to grasp some of the most basic financial conditions of the school in time. 3) The influence of government on education. Among the respondents, 2 1.4% felt that the government attached great importance to education. 36.9% of the respondents believe that the government attaches average importance to education; 25.2% of the respondents think that the government pays insufficient attention to education; And 16.5% of the respondents did not understand this situation. This shows that less than 60% of the respondents believe that the government still attaches importance to education, which is obviously not enough for rural areas eager to change the backward situation and improve the quality of the population. The government should give full play to the leading role, fully allocate resources, comprehensively and thoroughly implement the education policy, and give a green light to the development of rural basic education. Among the preferential policies that you hope the government can provide for rural education, 79.6% of the respondents expressed the hope that the country can send more good teachers to improve the teaching quality; In addition, 15.5% of the respondents hope that the state will improve the educational infrastructure and promote the development of rural education through funding. To some extent, this shows that the shortage of teachers in rural areas with rapid economic development may be far more serious than the improvement of basic education facilities. The influence of economic factors on rural compulsory education 1) The influence of economic factors on students dropping out of school. Among the reasons for students who have not completed nine-year compulsory education, 5 1.5% of the respondents think that families have no money to force their children to drop out of school; 2.9% of the respondents think that parents think reading is useless and choose to let their children drop out of school; 27.2% of the respondents think that children are unwilling to study and choose to give up their studies; There are also 17.3% respondents who believe that children's dropping out of school is caused by other factors. This shows that economic factors are still the main reason for children to drop out of school, and with the improvement of rural economy, children's own factors are also strengthening. When the family economy is very difficult, 62. 1% of the respondents will continue to let their children go to school by borrowing money from relatives and friends; 16.5% of the respondents will send their children to school through loans; At the same time, in the face of this problem, 7.8% of respondents can only choose to let their children drop out of school; Some 12.6% of the respondents indicated that they would solve this problem by other means. To our surprise, none of the interviewees in our survey mentioned that when they encounter this problem, they will ask the government to help solve the problem of their children going to school. To a great extent, this shows that people in many rural areas are still unfamiliar with the idea of solving education problems by asking the government for help, and it also reflects to some extent that the work done by the government is not in place. 2) Other factors affecting children's dropping out of school The problem of students dropping out of school has always been a difficult problem in the development of rural education. For many years, economic factors have been the most important factor for students to drop out of school, and their subjective status of hindering students' learning has not changed so far, but with the development of rural economy and the improvement of national education policy, their subjective status is changing significantly. Only after that, the students' own factors are gradually strengthened. In the changing rural economic environment, it is difficult for many students to find a balance between relatively boring study and changing living conditions, which makes most students' behavior value orientation change slowly. In the next process, they will be unable to resist the temptation of the outside world, their interest in learning will weaken, and eventually they will drop out of school. The better the conditions, the more prominent the problem. In this development, the role played by parents is undoubtedly particularly important. If parents can have a keen insight into this phenomenon, or communicate with their children more, then children will avoid this result to a great extent. Another factor is the concept of parents. Many parents have great defects in their understanding of reading, and many backward concepts occupy their minds, making it impossible for children in a relatively passive position to choose their own reading opportunities. V. On the influence of communication on compulsory education 1) On the communication between parents and schools, schools and parents are the two most important objects for children in primary education, which will play a vital role in their growth and learning at this stage, so the communication between parents and schools is particularly important. However, we found in surveys and interviews that many parents only send their children to school, but they know little about their children's situation at school. Many parents think that education is a school matter. As the carrier of education, the role of school is to educate children, but its role is not great. This is that parents' lack of self-awareness makes communication with the school difficult, and its further harm is that parents don't trust the school, and parents can't effectively understand their children's learning at school, which is not conducive to their learning and growth. On this issue, parents' fault is obviously much greater. Schools can only convey the information that children are at school to parents through home visits and parent-teacher conferences, and a considerable part of the initiative lies with parents. Through interviews with school teachers and principals, we found that the school holds parent-teacher meetings every year to let parents know about their children's information at school, but the attendance rate of parents is very low every time, which greatly reduces their role. Therefore, the communication between parents and schools is also an urgent problem in compulsory education. 2) Regarding the communication between children and parents, 8 1.6% of parents said they would communicate with their children. 4.9% of parents said they would not communicate with their children; 8.7% of parents reported that they did not understand this situation; Another 4.9% of parents said that they had never considered this issue at all. This reflects that most parents are willing to communicate with their children, but we found in the interview that many parents rarely communicate with their children in real life, and even communication is an "unequal" communication. In parents' own words, it is "What do children know?" In fact, children grow up rapidly in the compulsory education stage, and they especially need the care of their parents, and parents should keep abreast of the subtle changes in their children's mentality in order to correctly guide their behavior. Other problems found in the investigation of intransitive verbs 1) School infrastructure construction In recent years, the state finance has invested more and more in education. With a large amount of financial investment, the basic teaching facilities in most areas have been improved to some extent. Our primary school is divided into two parts, with six classrooms. The conditions are more difficult. Some classrooms have no doors, no glass and no fans. This kind of classroom is not windproof in winter and heatstroke prevention in summer. It is really difficult for children to study in such an environment. Students don't have any recreational facilities after school, which is quite unfavorable for their growth. I only hope that the state can continue to increase investment in the construction of basic educational facilities, improve similar educational facilities and ensure compulsory education in hardware. 2) A series of questions about teachers An important problem in the development of compulsory education today is the lack of teachers. In order to meet children's school requirements, local governments can only select some relatively knowledgeable people from the local area as teachers, that is, substitute teachers in rural areas. These teachers usually farm at home and go to school to teach their children during school hours. This will undoubtedly produce a series of problems. First of all, the quality of these teachers, because the professional level of these teachers can not meet the requirements, there will be a lack of accurate judgment on many issues; Secondly, the teaching methods of these teachers, because they have not received systematic training, do not know how to convey their ideas efficiently, so that children may not be able to master the knowledge of learning, thus affecting their learning. However, a series of actual conditions in China force these problems to be difficult to solve. When the country can't provide enough teachers, local governments should use their own strength to conduct a series of systematic training for substitute teachers, improve their overall quality through assessment, and gradually solve the problem of lack of teachers. The above is a series of summaries of the problems we found and saw, hoping to play a certain role in the development of compulsory education.