"Teacher, will you come back?" Wang Zhengzhong chose to stay in Wen Shuang Middle School in Nantou County, which was destroyed in the earthquake on September 2 1. He has been in the countryside for more than ten years and has been deeply observing the gap between teaching resources and teachers' professional ability improvement opportunities caused by the distance between urban and rural areas. Because of his vigorous advocacy of schools in rural areas, the Ministry of Education finally put forward measures to improve the management of rural areas.

Don't walk behind me, I may not be able to lead; Don't walk in front of me, I may not be able to keep up. Please parallel with me and be my friend.

Camus, French philosopher

For many years, the teaching circles in Taiwan Province Province have been restless. The voice and action of pursuing change and returning to the essence of teaching have never stopped. With the prosperity of the network platform, around 20 10, these different but simultaneous behaviors began to surface gradually.

Among them, the most wonderful mode is to educate Mr. Puhewen to prepare lessons, and with the help of Chengzhi Education Foundation and public welfare platform, two teachers, Ye Bingcheng and Zhang Huicheng, lit beautiful sparks everywhere in the name of flipping. This spark, in Taichung last September, ignited the largest independent study of teachers in Taiwan's education history. Then, ""launched the flip teacher conference teacher, so that more apricot altar gods hidden between big cities, towns and mountains and seas can not only communicate with each other through keyboard screens, but can actually meet and communicate. An overwhelming flood is about to bring this wave of original educational reform from the grassroots.

This year, the voices around the world looking forward to change are louder. And I, a person who has stayed in the countryside for many years, deeply feel and worry that this wave of educational reform ignited by the blood of urban teachers will make the gap between urban and rural areas in Taiwan Province Province widen sharply again.

All along, I am glad to see that my partners in the city are gradually accepting and supporting changes because of the infection of social atmosphere. The gathering of professional partners from schools or societies can also support each other, so that students can truly become the protagonists in the classroom. In addition to imparting knowledge, classroom teaching emphasizes the cultivation of ability.

However, at the same time, I also saw that many rural partners were indifferent to the reversal of urban teaching. Under the pressure of many systems and structural years, such as administrative business constraints and staffing requirements, they just want to have the remaining energy to complete the teaching progress, but they dare not and cannot expect to improve the teaching methods so that students can really learn something.

Of course, the problems in the field of rural teaching come not only from the system and structure, but also from the source, direction and quality of teaching manpower. But what can be done to stir up a stagnant pool and give rural teachers a chance to think about change? Even when we can't deal with the historical harmony caused by the time and space background for a while, at least we can let the quality teachers who stay at home feel more substantial support, instead of being submerged in endless administrative business and endless non-professional subjects?