The effective way to improve the national quality lies in developing education, and the core of developing education lies in having high-quality teachers. With the rapid development of productive forces and science and technology becoming the primary productive forces, people are more and more aware of the strategic position of education in the future world competition. At the Twelfth National Congress, Deng Xiaoping emphasized the importance of education many times. Later, he said: "The three strategies are energy, transportation and education, among which education is the key." The century-long plan is education-oriented, and the education plan is teacher-oriented. There is no doubt that teachers shoulder two historical tasks of realizing the four modernizations and national rejuvenation in China. The Outline of Education Reform and Development in China puts forward that "the hope of national rejuvenation lies in education, and the hope of education rejuvenation lies in teachers".

However, just as the competition between science and technology and talents is becoming increasingly fierce, and the important task of cultivating cross-century talents is put on the educational balance, the weight of the balance-teachers is losing. The balance of education is tilting against people's wishes ... the loss of teachers has played a fundamental role in our weak education.

First, the discrimination of teacher drain.

1, the characteristics of teacher loss:

According to 1994, the second issue of Primary and Secondary School Management, during the period of1991992, the number of teachers in China was1179,000, accounting for1of the total number of teachers. As far as Shanghai is concerned, from June 1988 to June 1990, 2,783 teachers were lost, with an average of less than 1 40O per year. 1992, the number of teachers lost reached 2,292, an increase of 3 1% compared with 199 1 year. Among the lost teachers, primary and secondary school teachers account for 83.7%; 9 1.3% have college degree or above; The proportion of young teachers is large, and the loss of teachers under 30 accounts for 60%; The proportion of backbone teachers is relatively large, and there are 370 middle-level and first-level teachers who have lost 1992, accounting for 38% of the lost teachers.

At this point, the author stopped writing and opened his classmate record. Of the 48 students who studied with him in Class One of Normal University, less than ten are still engaged in education and teaching. Surprised, I can't help thinking: Why did the teachers run away when the country needed them most?