educational resources

Resources refer to all material elements such as manpower, material resources and financial resources owned by a country or region. Among them, human resources refer to the quantity, quality and structure of school teachers; Material resources refer to the number of school venues, experimental equipment, teaching equipment and other material materials; Financial resources refer to the amount of funds for each school.

(B) the urban-rural dual system

The dual system of urban and rural areas refers to the institutional obstacles that hinder the equal development of urban and rural areas. It is a system that takes the household registration system as a barrier and establishes two different resource allocation mechanisms between urban and rural areas, resulting in asymmetry in education, social security and medical care between urban and rural areas.

(3) Inequality

The inequality specifically referred to in this paper means that the urban and rural student groups enjoy human resources, material resources and financial resources at different levels in the compulsory education stage.

Second, the background of the problem

According to the data published by the Ministry of Education in 20 12 and 20 13 years, the number of children of migrant workers increased by1329,000 in 201year, and the number of left-behind children in rural areas increased by 75,438+00.54%.

The urban-rural dual system caused by the urban-rural differentiation in China has hindered the development of education in China. Unequal possession of economic resources leads to uneven distribution of educational resources, and the number and quality of schools in rural areas are far behind those in cities.

It can be seen from the table 1 that the number of rural junior high schools has decreased compared with previous years, except for 201-2012. On the other hand, the number of small, medium and high schools in cities is basically increasing.

The statistical data in table 1 intuitively reflects that the educational resources occupied by rural areas are decreasing year by year, while the resources occupied by cities are gradually increasing. The increase of urban education demand has triggered the increase of urban education resources, and the inequality of urban and rural school resources has further widened.

The resource inequality of urban and rural education is reflected in all aspects of education reform. Inequality in the field of education will certainly hinder the development of education, and ultimately have a negative impact on China's education and even the social human resources structure.

Third, the problem analysis

(A) the inequality of education funds between urban and rural areas

As can be seen from the figure 1, the proportion of China's education funds in GDP has steadily increased. 20 1 1 year, China's education investment accounts for nearly 4% of the national GDP. However, compared with other developed countries, China's education expenditure is still low.

Take the survey data of Teacher Cheng as an example (see Table 2). The total funding for rural primary education is 2.44 million yuan, and more than 80% of the funding for rural education comes from state financial subsidies. On the contrary, the sources of education funds in cities are diverse, and the total amount far exceeds that in rural areas.

Beijing, as an educational advantage area, has such a huge gap between urban and rural education funds, and the gap between urban and rural education funds in other areas can be imagined.

(B) the inequality of teachers in urban and rural education

The inequality of urban and rural education teachers in China is mainly reflected in the inequality of the quality and structure of urban and rural teachers. Rural teachers account for more than 80% of the national12.05 million primary and secondary school and kindergarten teachers. [5]

Compared with urban teachers, rural teachers have the following problems:

1. Rural teachers have poor working conditions and low pay. Schools in rural areas of China are small and scattered. Due to the small scale of rural schools and insufficient teaching equipment, the per capita teaching pressure of teachers is great. It is not uncommon for a rural teacher to teach several courses and cross-grade teaching. In addition, rural students often choose boarding schools because their homes are far from school, and rural teachers become their life teachers, but the meager salary can not provide more protection for teachers' lives.

2. The quality of rural teachers is generally low, and the teaching quality lags behind that of cities. The economic situation and living conditions in rural areas determine that rural schools cannot give rural teachers the same salary as urban teachers. Rural teachers' academic qualifications are uneven, the gap is large, and the overall quality is low. It is often difficult to ensure that rural students receive the same education quality as urban students. Relatively backward teaching skills and educational ideas seriously restrict the development of contemporary rural education. The reality of rural teachers also makes it difficult for them to have the opportunity to carry out training to improve their teaching skills.

3. Rural teachers have a high turnover rate and an aging age structure. Among rural teachers, with the development of young backbone teachers flocking to cities, rural teachers show the phenomenon of age gap. Middle-aged and elderly rural teachers have taken root in the countryside, and more and more outstanding young teachers have moved from the countryside to the cities. This not only brings innovative ideas and vitality to urban education, but also causes teaching difficulties in rural areas because of teachers' mistakes.

(C) the inequality of educational equipment resources between urban and rural areas

From Table 3, it can be found that the equipment compliance rate of primary schools, junior high schools and senior high schools in China is on the rise with the increase of grades. Among the primary schools with the lowest compliance rate, only 50.75% of the primary schools with the highest proportion of mathematical natural experimental instruments meet the standard. The highest standard rate of high school equipment is only about 80%. The author boldly concludes that most of these 20% substandard schools come from rural areas.

(D) Analysis of the causes of inequality in urban and rural educational resources

1. The urban-rural dual system has hindered Urban-rural Education Fairness. With the household registration system as a barrier, different resource allocation systems have been established between urban and rural areas. The unequal allocation of resources between urban and rural areas has caused cities to occupy a lot of social resources, while the resources owned by rural areas do not meet their own development needs. Economic resources are the basic elements in the field of education, and the inequality of urban and rural economic distribution and possession directly affects the inequality of urban and rural education teachers, education funds and teaching equipment.

2. The disparity in political status between urban and rural areas makes it difficult for rural areas to play an equal game with cities. Why, with the educational reform, the education level between urban and rural areas has not gradually narrowed, but has gradually widened? One of the important reasons is that the political status of cities and rural areas is unequal, which makes it difficult for rural areas to play interest games with cities. A related data shows that the number of migrant workers in the 12th National People's Congress is 3 1 person [7], accounting for about 1.04% of the total number of representatives. 20 10 the data of the sixth national census show that the urban population accounts for 49.68% of the total population, and the rural population accounts for 50.32% of the total population. [8]

If we infer the proportion of NPC deputies from the proportion of urban and rural population in China, then migrant workers' representatives should account for about 50% of NPC deputies. However, as far as the current situation is concerned, the proportion gap between urban and rural people's congresses is still relatively large.

(V) Relevant policy suggestions

1. Reasonably allocate urban and rural education funds and increase support for rural education funds. First of all, the state should not only increase investment in education in absolute quantity, but also increase investment in relative quantity. Rural education funds rely more on financial education funds, while urban education funds come from various sources. Therefore, the state should encourage urban schools to appropriately increase non-financial education funds and transfer some funds to rural schools to solve the problem of insufficient rural education funds.

2. Establish rural teachers' salary standards, and improve the wage growth and welfare protection mechanism. Teachers' salary standard should be set in rural areas, not less than 90% ~ 95% of rural civil servants, in order to ensure the living requirements of rural teachers. In addition, a sound wage growth mechanism should be established in rural areas to stimulate the enthusiasm of rural teachers and promote rural education innovation. At the same time, it is necessary to improve the social security system of rural teachers' housing, medical care and pension.

3. Strengthen the training of rural teachers to meet the needs of contemporary education development. It is necessary to increase the training of rural teachers. Training is based on government financial support, focusing on the training of teaching concepts, teaching methods and teaching contents, and regular training is carried out to improve the professional level and teaching quality of rural teachers as a whole.

4. Establish and improve the supervision system of educational equipment resources and rationally allocate equipment resources. In view of the imbalance between urban and rural equipment resources, the government should strengthen the supervision of educational equipment resources and establish the necessary supervision system. Establishing the necessary standards and supervision system for the introduction of equipment resources is conducive to curbing the tendency of schools to compare with others and rationally allocating more resources in rural areas.