(A) uneven distribution of educational resources
In the stage of basic education in China, nine-year compulsory education is implemented from primary school to junior high school. 80% of schools in China are run by the government, and nearly 90% of students study in public schools. But kindergartens and vocational schools are more run by social forces. At present, the level of equalization of compulsory education can be basically divided according to the level of economic development. Horizontally, the distribution of educational resources in the east and west is unfair, and the gap is getting bigger and bigger; From a vertical perspective, urban and rural education is polarized, and the educational strength of cities, counties and townships in different regions is very different. On the one hand, there are not enough teachers and standard educational facilities in the central and western regions; On the other hand, there is an excess of educational resources in the eastern region, so we sharpen our heads and get into famous schools through the Olympic Mathematical Competition, stylistic specialties and other means. The existence of urban-rural duality limits the balanced development of education. The unbalanced development of education exists all over the world, but it is not as serious as that in China.
(2) The source of education funds is single and insufficient.
China implements the educational operation mechanism of "whoever holds it pays". Schools run by the Ministry of Education are funded by the central government, and schools run by provincial and local governments bear their own expenses. The implementation of compulsory education is mainly undertaken by the county government. Compared with other countries, the proportion of education expenditure in China's fiscal revenue is less than 4%. It was not until 20 12 that the Chinese government realized for the first time that the proportion of financial education investment in GDP was 4%, which was also quite low.
(C) Old and corrupt educational ideas
The backwardness of educational concept is the sorrow of educational system. The phenomenon that education pays more attention to theory than practice and examination than application is more serious. For example, the college entrance examination, at present, the proposition of college entrance examination in China is limited by the outline, which emphasizes "knowledge and conception" and ignores the cultivation of ability, resulting in students' rote memorization. Moreover, local governments strictly divide schools into key and non-key schools. From primary school to senior high school, the education department's standard for school assessment is only the score theory, which measures how many key high schools are admitted to junior high school and how many key universities are admitted to senior high school entrance examination. Through this "incentive mechanism", the school's popularity will be improved, and teachers will be given bonuses, which will eventually form a vicious circle. Students have no learning skills and have not learned to think independently. Naturally, there will be no outstanding talents. More importantly, once they enter the university, they will find that the knowledge in books is quite different from the social reality, which leads to their abnormal understanding of money and social reality. At present, the old university syllabus uses utilitarianism to motivate students and instill rigid ideology, which can't cultivate students' healthy and independent personality at all.
(D) Education lacks the concept of sustainable development
Judging from the current education in China, government-led education accounts for the main part, and social funds and social funds participate in education, which is basically divorced from the market. In order to develop public schools, we must find ways to obtain funds from the government, and only with funds can we have the capital for development; If private education wants to develop, it must earn income from tuition fees. Basically, they are all public-private partnerships, and there are few truly diversified investment models, and it is this model that has the most vitality. Because of the problems in the form of running a school, it can't rely on the market and social development well, which leads to the lack of vitality in education.