Teaching quality is the key to the survival of a school, and it is also the embodiment of the level of running a school. The quality of teaching directly affects the operating efficiency of the school. In recent years, from the situation of school management and inspection, there are many unfavorable factors that restrict the improvement of rural primary education quality, some of which are getting more and more serious, which makes the gap between rural primary education quality and urban primary education quality bigger and bigger, which has to attract our great attention.
First, the factors restricting the improvement of teaching quality in rural primary schools
1, the quality of students brought about by the school merger is incomplete.
After the merger of rural primary schools, some villages no longer set up schools, and some set up teaching points to transport third-grade or fourth-grade students to complete their primary school studies. Because the quality of students in different teaching points is inconsistent, the quality of students sent to complete primary schools is uneven, which brings great trouble to the improvement of teaching quality.
2. The loss of excellent teacher resources.
Due to the influence of traffic conditions, geographical conditions and other factors, rural primary school teachers are transferred to town-side schools, and town-side school teachers are transferred to cities, resulting in the loss of a large number of outstanding teachers. In this way, many rural primary schools, especially those in remote areas, have only a few local teachers, which is seriously insufficient, thus forming one of the factors restricting the improvement of rural primary school quality.
3. The problem of left-behind children
At present, a large proportion of parents in rural areas go out to work all the year round and entrust their children to grandparents or relatives and friends. Most of these children lack the love and strict supervision of their parents, which leads to the formation of some bad living habits and study habits, such as some shopping indiscriminately, some playing online games, and some playing truant. , leading to the emergence of some left-behind children with problems, which undoubtedly has a greater and greater impact on the overall improvement of teaching quality.
4. The quality of preschool education.
In recent years, rural kindergartens have become market-oriented, and private kindergartens are constantly emerging. Some of these kindergartens have poor conditions and some teachers have poor quality. Some kindergartens are profit-driven. There is a teacher in each of the small class, the middle class and the large class, and all subjects are "contracted" by this teacher. Coupled with the poor management of kindergartens, the quality of preschool education can not go up, which also affects the quality of rural primary education.
5. The brain drain of outstanding students.
As parents' demands for quality education are getting higher and higher, the gap between rural schools and county primary schools is obvious, and the rise of some private primary schools has led to the outflow of a large number of outstanding students. In addition, some talented students go to other places to study with their parents. In this way, some rural schools will lose many excellent students, which will affect the improvement of quality, while the quality of education will not be improved and excellent students will not be recruited, and they will fall into a vicious circle and the gap will widen.
6. The cooperation of family education is not enough
Education is the trinity education of school, family and society, and the disjunction of any link will affect the improvement of education quality. Nowadays, with the development of social economy, many rural parents make money faster, but they have no time to take care of their children's growth. They thought it would be reassuring to send their children to school for education. Children want money and buy whatever they need. They lack supervision, and children's consciousness is often poor, which leads to the formation of children's lazy habits. Some parents are impatient with their children's education and often beat and scold, let alone encourage them. Therefore, the lack of family education has become a stumbling block to improve the quality of rural school education in China.
7. The overall quality of teachers needs to be improved.
(1) Teachers' professional ethics have declined and they lack professionalism.
In this materialistic era, some of our teachers have weakened their professionalism, reduced their sense of responsibility, simplified their educational behavior, and vulgarized the relationship between teachers and students, which is manifested in their lack of responsibility for education and teaching, lack of learning in their business, lack of love for students, simple and rude working methods, and widespread corporal punishment or disguised corporal punishment.
(2) Teachers' professional quality is not enough, and their innovative consciousness and quality are not strong.
The new curriculum reform puts forward higher and more comprehensive requirements for teachers' professional quality. The subjects are comprehensive, and it is not enough for each teacher to master only one subject. Our rural schools are particularly short of teachers majoring in music, physical education, beauty, information and foreign languages, so many teachers often have to take several courses in different disciplines. In addition, knowledge and information are updated with each passing day. Some teachers' consciousness and enthusiasm for continuing training and re-education are not high, which leads to low professional quality and cultural quality and hinders the improvement of teachers' professional level. In addition, many teachers' awareness of quality and innovation is not strong, and their educational concepts are very backward. A considerable number of teachers are not enterprising, their educational methods are outdated, and they have no awareness of quality by all means. In particular, some older teachers have not absorbed the new curriculum concept enough, and still wear new shoes and walk the old road. How can they talk about innovation? In this way, teachers' professionalism, quality awareness and innovation awareness have not changed, and it is difficult to really improve the quality of education and teaching.
8. Education funds and investment.
In recent years, the conditions for running schools in rural areas have improved. However, due to the limited government investment, our re-investment has brought great resistance to the school to a new level, and it has also made our rural primary schools and urban schools far from the educational atmosphere of the times.
9. Education and scientific research issues
Today, when "research schools" are advocated, we already feel that education and scientific research are the weak points of rural schools. Many of our teachers don't combine scientific research with improving quality effectively. They often do research for scientific research and quality for quality. In addition, our teachers rarely find problems in teaching, and eventually form a topic. There are still many teachers who don't have their own research topics and face several teaching procedures every day, such as "reciting, going to school, correcting, assisting and testing". Therefore, the lack of scientific research consciousness is another important factor that restricts the improvement of rural primary education quality.
Second, the implementation measures to improve the quality of teaching status
To improve the above constraints, from the external environment, it is necessary to speed up the adjustment of the layout of rural primary schools, establish an effective mechanism to retain excellent teachers' resources, raise funds from various sources, and increase investment in education. As a school administrator, in order to improve the teaching quality, we must fully implement the Party's educational principles and policies, strengthen teaching management and the construction of teachers' morality and style, always take improving the teaching quality as the main line of school teaching, find problems in teaching practice, find the breakthrough point of problems and solve them. In view of the existing problems and difficulties, I think we should focus on the work of "one perfection, two strengthening and three attention".
1. Improve the system.
There are no rules, Fiona Fang. To manage a school well, we must formulate a set of rules and regulations suitable for the characteristics of the school, so that all the work can be followed. Schools should formulate corresponding teaching routine management system, school patrol system, attendance system and teaching and research activities system. According to the spirit of the relevant documents of the superior and the actual situation of the school. And link the implementation of each system with the annual assessment, evaluation and promotion of schools and teachers; Give full play to the role of teaching incentive mechanism, and reward teachers who have excellent teaching performance and made special contributions and students who have excellent academic performance. At the same time, we will increase publicity, expand influence, win the support of society and parents, form a joint educational force, and jointly influence and educate students.
2. Two enhancements
(1) Strengthen classroom teaching management.
Because classroom teaching is the main position of curriculum reform and the main battlefield of improving teaching quality, the level of teaching quality depends on classroom efficiency. As the saying goes, "there is a law in teaching, but it is impossible in teaching." This is a new concept that front-line teachers should master. The traditional teaching view holds that teaching means that teachers teach and students learn; The teacher speaks and the students listen. The new curriculum standard requires teachers to be fully familiar with teaching materials, reasonably create teaching scenarios, organize and arrange students' learning, and pay attention to guiding students to cooperate, explore and participate in learning independently, so that all students can learn to learn in learning activities. At the same time, we should improve the quality level for 40 minutes. The first is to grasp the teaching process. The responsible persons of all schools should conscientiously do a good job in all aspects of teaching, such as preparing lessons, attending lectures, tutoring, assigning and correcting homework, and extracurricular activities. , standardize teaching behavior; The second is to improve teachers' teaching consciousness. To improve classroom teaching, we must first improve teachers' teaching consciousness and do a good job in teaching reflection. Let teachers reflect on their own teaching process, their own teaching behavior and teaching effect, update teaching concepts, innovate teaching behavior, sum up teaching experience, improve teaching level, and let teachers truly become participants and guides in students' learning. The third is to improve teachers' teaching plan presupposition. Writing lesson plans and preparing lessons is the premise of classroom optimization. Teachers prepare lessons and write lesson plans in order to cope with inspection, plagiarism and non-implementation. Therefore, teachers must strictly implement "five preparations", "four main points", "two methods" and "two questions" in preparing lessons. "Five preparations": textbook preparation, teaching reference preparation, lesson preparation standard preparation, teaching aid preparation and student preparation. "Four points": key points, difficulties, knowledge points and ability points. "Two methods": teachers' teaching methods and students' learning methods. "Two Questions": class exercises and homework.
(2) Strengthen the training of new textbooks.
Now teachers in rural schools at the grass-roots level don't know where to start after they get the new textbooks. Therefore, the county teaching and research section and the township teaching and research group are required to guide and train teachers on the knowledge points and teaching skills of new textbooks, so that teachers can grasp the writing ideas and basic concepts of new textbooks in time, understand the design ideas of textbooks, master the teaching content and reform and innovate teaching methods.
3. Three notes: namely "one activity, two management and three inspection".
(1) Attach importance to teaching and research activities.
It is suggested that the leaders and teaching researchers of the central school should be in charge of each branch school, often go deep into the grass-roots schools, organize backbone teachers or invite famous teachers from the county to send them to the countryside, enter the classroom, attend classes at random, learn about teachers' teaching concepts, teaching methods, teaching effects and teaching atmosphere, make observations and records, and guide teachers' teaching. At the same time, actively carry out cross-regional, cross-school and cross-class teaching and research activities to build a platform for teachers to exchange cooperative teaching experience, learn from each other's strengths and improve the quality of education and teaching.
(2) Pay attention to "daily management of teaching" and "construction of teachers' morality and style"
First, attach importance to "teaching routine management" and improve teaching quality. The routine work of the school should always be unremitting, and the leaders and teaching researchers of the central school should often go to the countryside to supervise the routine work of teaching. All primary schools should establish the quality control of education and teaching, and formulate a monitoring system for teachers to clarify the nature of work, tasks and teaching methods. At the end of the year, we will evaluate according to the quality evaluation system, advocate more work and more pay, and put an end to the phenomenon of getting something for nothing. The second is to attach importance to the construction of teachers' morality and style, and constantly improve the level of teachers' morality. All schools should set up a leading group for the construction of teachers' morality and style, establish the "responsibility system for the top leaders" and the "accountability system for teachers' morality", and carry out in-depth discussions on teachers' morality around such issues as how to build a harmonious group, how to carry forward team spirit, how to be a teacher who is satisfied with the people, and how to be a qualified head teacher and a qualified principal. In accordance with the requirements of "Code of Professional Ethics for Primary and Secondary School Teachers" and "Ten Prohibitions on Teachers' Behaviors", and in close connection with our own thoughts and work practice, we will carry out self-examination and self-correction activities on teachers' ethics and behavior norms, earnestly do a good job in building teachers' ethics, improve all teachers' ideological and political quality and professional ethics, and safeguard teachers' interests.
(3) Pay attention to "inspection"
The teaching and research groups and research groups of each school should take various forms in combination with the actual situation and seriously strengthen the routine inspection of teaching. Check the start of school. At the beginning of the new semester, we should check the teaching preparation, teaching order, school opening and so on. , summarize information, grasp the situation and report to the school leaders. Second, check the teaching work. Every semester, school leaders should go to the school regularly or irregularly to check teachers' teaching plans, teaching plans, students' homework and records of teaching and research activities, guide teachers to find problems, put forward guiding suggestions to solve problems, and provide scientific basis for teachers to improve teaching methods. After the inspection, feedback should be given in time, and the checklist should be filled in. The inspection results should be linked to the quantification of teachers' work and rewards and punishments. At the same time, there are no less than 20 classes per semester, listening to teachers of different grades and levels, and mastering the classroom teaching situation of all teachers every year, especially for young teachers, backbone teachers and teachers with weak teaching ability, which reflects certain planning and pertinence. Third, check the style and discipline. Strengthen the supervision and inspection of the school's examination style and discipline, strictly implement the confidentiality system of examination papers, organize relevant personnel to patrol the examination at the end of each semester, and conduct comprehensive supervision and inspection of the examination process of each school. Put an end to leaks and fraud, ensure the gold content of the unified examination results, assess teachers' teaching performance fairly, prevent careless teaching and cheating in the unified examination, and protect the enthusiasm of teachers who are serious in teaching and honest in performing their duties.
In a word, improving the quality of rural primary education in an all-round way is the requirement of the times and the need of the internal development of schools. As a teacher, he still has a long way to go In particular, he needs the understanding and support of teachers who fight in the front line of education, actively exert the spirit of selfless dedication, strive to improve the quality of education and teaching and the level of running schools, reassure parents and students, and create a satisfactory education for the people.