Since the reform and opening-up, influenced by external environmental intervention, school quality education has appeared obvious periodic fluctuations, which shows that school quality education has not yet had a good mechanism for normal operation. The main defects are:

(A) quality education and scientific research are backward, and there are conceptual problems. As far as I know, there are no full-time researchers in the county education authorities, and there are few or no targeted research activities. Due to the long-term neglect of scientific research on quality education, the position, function and value of quality education in schools are unclear. Among teachers, quality education is a kind of misconception such as "exposing shortcomings and restraining growth", "managing well is no problem" or political activities, which has not been well corrected so far, seriously restricting the systematic and effective development of quality education in schools. Due to the lack of targeted professional guidance and the correct support of the concept of quality education, the school's decision-making behavior is subjective and arbitrary, leading to blindness and one-sidedness in implementation and operation.

(B) The content of quality education has not formed a system. Most teachers are very clear about students' ideological cultivation, moral norms, democratic concepts, civic awareness, civilized behavior, lifestyle and healthy psychology, but many people don't know what each piece consists of and what methods and activities can be carried out. Therefore, the operation is not systematic, and it is impossible to carry out targeted work according to the characteristics of students' growth and the requirements of quality education.