In the education system, China implements a highly unified administrative management system from top to bottom, and the Ministry of Education formulates the national education system, syllabus and related management systems. The state promulgated the Teachers Law and the Compulsory Education Law to guide and standardize the appointment of teachers, teachers' salary level, education fees, education investment, etc. However, China has a vast territory, and unified management will inevitably bring a series of problems.
(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. More than 80% schools in China are run by the government, and nearly 90% students study in public schools. Kindergartens and non-ordinary 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. From a horizontal perspective, the distribution of educational resources between the east and the 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. 20 1 1 year, Beijing, the highest public budget expenditure per primary school student in China, reached 5,836.99 yuan, while Guizhou, the lowest, was only 579.26 yuan, the former being about ten times that of the latter. 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 government's hand is too long, and local governments strictly divide schools into key and non-key ones. From primary school to high school, the education department only uses the score theory to evaluate schools, which measures the number of people admitted to key high schools in junior high schools and those admitted to key universities in senior high schools. Through this "incentive mechanism", the school's popularity will be improved, teachers will be given bonuses, and finally a vicious circle will be formed. 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.
Second, the main countermeasures for the reform of the education system
(1) Change the concept of education and cultivate diversified talents.
Education in our country pays attention to the accumulation and indoctrination of knowledge, the cultivation of students' respect for knowledge and authority, the mastery and inheritance of knowledge and the construction of knowledge system. The externalization of language numbers has been emphasized since primary school. Even in high school, the vast majority of outstanding students are science students, and unsatisfactory underachievers often choose liberal arts, which greatly ignores the education of ideological and moral quality and the cultivation of humanistic quality.
We should change the emphasis on "no child dropping out of school" to the concept of "no child left behind" put forward by American education. Therefore, first of all, we should change the concept of education and establish a new teaching purpose ideologically. With the goal of cultivating students with high quality and independent personality, we realize that not everyone has the only way to go to college, but let students know the meaning of life, so that everyone can pursue their own ideals and realize their own life value.
(2) The government should undertake more obligations and improve the education management system.
The government should define its own functional orientation. Invest a lot of financial support in the compulsory education stage to ensure that everyone can enjoy quality education. Clarify the scope of functions and powers between the provincial government, the municipal government and the county government, which can neither be offside nor absent. In the part of higher education, the government should invest more experience in guidance and supervision, de-administer, let professionals lead professionals and implement the principle of running schools. Punish or remedy violations, with community colleges as the auxiliary function, and liberalize the control of education.
(C) to change the unbalanced development of education.
In the unbalanced development of education, it is more advantageous to explain it with Rawls' viewpoint: when all parties don't know his position, class background, natural qualifications, natural ability, rationality and strength in society, no one knows his concept of goodness, reasonable life planning and psychological characteristics, and no one knows the economic or political situation of this society.