Problems and Countermeasures of Education Management in Rural Primary and Secondary Schools
Key words: rural primary and secondary schools; Educational management; Problems; Countermeasures; Rural primary and secondary schools; Educational management; Problems; counter-measure
The development of rural primary and secondary education is related to the progress of education in China to a great extent. By summarizing a series of problems existing in rural primary and secondary education management, this paper expounds the problems existing in rural primary and secondary education management from the aspects of capital investment, teachers' quality, management concept and management system. Formulate corresponding methods and countermeasures, and put forward a series of measures to solve the above problems by increasing the government's financial investment in rural education, strengthening the construction of rural primary and secondary school teachers, changing the concept of education management, and updating the education management system, so as to fundamentally improve the education management level of rural primary and secondary schools.
Article quotation: Yang. Research on the problems and countermeasures of rural primary and secondary education management [J]. Research on innovative education, 2022, 10(3): 452-457.
introduce
Education is the fundamental plan of the country, which is related to the fate of the country and the hope of the nation. With the rapid development of China's social economy, primary and secondary education has made a series of achievements, but there are still many problems in the management of rural primary and secondary education, which seriously hinders the development of China's education [1]. Therefore, it is necessary to sort out the problems existing in rural primary and secondary education management and put forward corresponding countermeasures, so as to fundamentally change the level of rural primary and secondary education management in China and promote the vigorous development of education in China.
2. Problems in rural primary and secondary education management
According to the data in China Rural Statistical Yearbook, the scale distribution of rural primary and secondary education in China in 20 13-20 19 is drawn, as shown in figure 1. As can be seen from the figure, although the number of schools and students in rural primary and junior high schools is decreasing year by year, the scale of primary and secondary education is still relatively large. For example, in 20 19, there were 25.575 million primary school students, 6.504 million junior high school students and 829,000 senior high school students in rural areas respectively. It can be seen that it is very important for the development of China's education system to find out the problems existing in rural primary and secondary education in time and make corresponding adjustments. Based on this, in recent years, domestic scholars have conducted a series of studies on rural primary and secondary education management. The results show that there are a series of problems in rural education management. If these problems are not solved, it will affect the quality of rural education and teaching, and the healthy development of students' body and mind, which is not conducive to the progress of the whole society. This paper summarizes the following problems to be solved urgently.
2. 1. Insufficient investment in education and poor education infrastructure.
Due to the slow growth of rural economy, the shortage of education funds has become the primary problem in the development of rural education in China. The practical problems such as insufficient investment in education funds, poor school teaching facilities and insufficient teaching experimental instruments have seriously affected the development of rural education. On the whole, due to the lack of funds, the teachers in rural schools are weak and lack corresponding teaching equipment. Although some schools offer computer courses and foreign language courses, they have not carried out substantive teaching work, and the shortage of funds has further widened the gap between urban and rural education.
2.2. The number of rural teachers is insufficient and their professional quality is low.
Due to the rapid economic development and high salaries of teachers in urban areas, outstanding young teachers choose to work in cities, while the lack of education funds and low salaries in rural areas make it difficult for outstanding teachers and young teachers to work in rural areas for a long time, and the distribution of teachers is uneven. Rural primary and secondary school teachers have fewer opportunities to participate in on-the-job training, and their teaching concepts are outdated and outdated. Teaching methods are still traditional and mechanical, which can't meet the needs of new curriculum reform and development [3].
2.3. The concept of education management is backward.
2.3. 1. Attach importance to knowledge transmission and despise moral education.
Influenced by the college entrance examination system, most schools still hold the traditional thinking concept of score first, shift their focus to teaching, unilaterally pursue the enrollment rate and score, and ignore the role of moral education in education. This makes the current education lose its original meaning and value to a certain extent. As Comenius said, teaching is always education, and teaching without education is meaningless.
Nowadays, there are frequent incidents of malicious injuries among college students, and all walks of life focus on the management of university schools. They think that the management of students in universities is not in place and there are problems. In fact, there are problems not only in the university management stage, but also in the basic education stage due to the lack of corresponding moral education, which eventually leads to tragedy. Because the basic education stage attaches great importance to Chinese, mathematics and foreign languages, it ignores the ideological and moral education for students. After entering the university, students are no longer bound by their parents and teachers, and are easy to lose themselves psychologically and their own development direction is disordered.
2.3.2. Pay too much attention to students and not enough attention to teachers.
The core idea advocated by the new curriculum reform is "all for students". In order to highlight students' dominant position, most schools should adopt various policies and measures that are beneficial to students' development. This educational management concept fully explains the students' dominant position in education, but ignores the teachers' dominant position in education and teaching.
Teachers bear the responsibility of teaching and educating people in the teaching process, and are the guides of students' life, which directly affects their future development [4]. Therefore, schools should attach importance to the role of teachers in the process of education and teaching. Teachers can put forward problems in the concept of education management in the process of teaching and educating people, and explore solutions. This can not only improve the teaching effect, but also shorten the distance with students. Nowadays, with the requirements of the times and the changes of the times, the roles of teachers have become diversified and need to play a variety of roles. Therefore, in the process of education, teachers will have role conflicts and confusion, and their self-roles are unclear, which will lead to the loss of self-existence value, affect the normal teaching quality, and ultimately hinder the healthy development of students' body and mind.
2.4. The education management system is not perfect.
2.4. 1. The education management mechanism relies too much on the government.
Compared with the past, the implementation of the national education policy has provided a strong guarantee for rural primary and secondary education, and the government has paid more and more attention to the development of rural education. However, in this case, the educational management system of rural schools began to rely too much on the power of the government, and school institutions ignored the construction of their own management mechanisms, and the role of their own management mechanisms was weakening. When there are problems, it is still implemented according to the government's policies, which leads to the loss of the independence of the education management mechanism and is not conducive to the development of the whole rural education.
2.4.2. Educational management mechanism lags behind social development.
With the development of society, people pay more and more attention to rural primary and secondary education. They not only care about education itself, but also care about other aspects besides education itself. Including the relationship between teachers and students in the teaching process, teachers' professional ethics and students' physical and mental development. Therefore, this puts forward higher requirements for our educational administrators, not only to do a good job in education itself, but also to strengthen the construction of teachers' professional ethics, improve teachers' professional level and pay attention to the healthy development of students' psychology. However, from the current situation, the educational concept of rural primary and secondary schools is still relatively backward, and no attention is paid to management outside education itself. Management mechanism can not meet the requirements of all sectors of society and lags behind social development [5].
3. Countermeasures to solve the problems of rural primary and secondary education management
In view of the problems existing in the current rural primary and secondary education management, this paper puts forward a series of solutions and countermeasures (as shown in Figure 2), with a view to effectively solving the above problems, comprehensively improving the level of rural primary and secondary education management, providing more opportunities for rural students and promoting the balanced development of education in China.
As can be seen from Figure 2, the problems existing in rural primary and secondary education management can be expounded from four aspects: funds, talents, ideas and systems. So let's analyze the proposed solution in detail from these four aspects.
3. 1. Increase investment in rural primary and secondary schools to promote the balanced development of compulsory education in rural primary and secondary schools.
Nowadays, the biggest obstacle to the development of rural primary and secondary education is the shortage of education funds. The main source of education funds depends on the government's investment, and the government is directly responsible for solving the problem of rural education funds. The investment ratio of rural education funds in China is obviously smaller than that in cities. Therefore, the government should increase the financial expenditure on rural education, strengthen the centralized management of education funds, maximize the use of resources, implement funds, avoid excessive waste, and effectively promote the balanced development of rural compulsory education. In addition, we can raise education funds in various ways, and formulate corresponding education fund management systems to manage and supervise education funds to prevent unreasonable use of education funds.
3.2. Strengthen the construction of rural primary and secondary school teachers.
Due to the backward rural economy, some excellent teachers choose to go to cities, which leads to a weak and insufficient number of rural teachers. Without adequate material security, it is difficult for excellent teachers to persist. Rural primary and secondary schools should pay attention to retaining excellent teachers, and improve the teaching staff by improving the welfare level of teachers, cashing in the three allowances for teachers and effectively improving the material security of teachers. Only in this way can we attract excellent teachers to teach in rural areas. We can also establish a good teacher flow mechanism to diversify the promotion channels for rural teachers. In addition, we should also establish a standardized training system, constantly update teachers' knowledge structure and teaching skills through observation learning, school-based training and on-the-job training, and strive to improve the professional quality of rural teachers, thus promoting the improvement of teaching quality in rural primary and secondary schools [6].
3.3. Update the concept of education management
To establish a people-oriented management concept and reform the original teaching management model, it is necessary to train the educated to be the people needed by a certain society, instead of blindly instilling knowledge and ignoring the development of students' ideological and moral character. From the stage of basic education, we should attach importance to students' ideological and moral education, and make them develop in the right direction through constant persuasion and guidance. At the same time, school administrators should establish innovative management concepts and pay attention to the all-round development of students and the growth of teachers. Teachers bear the responsibility of teaching and educating people in the teaching process and play a vital role in the whole teaching management. Therefore, school management should always communicate with teachers and respect their ideas and opinions. Nowadays, teachers' roles are diversified, which is prone to role conflict and confusion. Therefore, school administrators should give teachers care and guidance, and actively understand the difficulties encountered by teachers in the teaching process, so as to promote the growth of teachers and the continuous improvement of teaching quality.
3.4. Reform of education management system
The educational management system of rural primary and secondary schools should keep pace with the times. By changing the inherent mode, learning advanced management concepts from developed areas, innovating in the construction of management mechanism, strengthening the connection with local economy, and constantly improving the education management system, the management system of rural primary and secondary schools can not only pay attention to education itself, but also adapt to the development of society and meet the requirements of all walks of life. At the same time, education management should be organically combined with the policies implemented by the government, and the independence of its own management mechanism should be maintained while relying on the government. In addition, we should formulate reasonable rules and regulations, attach importance to the construction of school internal management system, conduct in-depth research on the problems existing in school internal management system, correct them in time, and further improve the rural primary and secondary education management system.
4. Conclusion
At present, there are some problems in the education management of rural primary and secondary schools in China, such as insufficient capital investment, low professional ability of teachers, backward education management concept and imperfect education management system. With the progress of the times, the traditional education management mode can no longer meet the needs of today's social development. In view of the above problems, this paper has formulated corresponding methods and countermeasures from four aspects: funds, talents, ideas and systems, and put forward a series of measures, such as increasing the government's financial investment in rural education, strengthening the construction of teachers in rural primary and secondary schools, changing the concept of education management, and updating the education management system, so as to comprehensively improve the education level of rural primary and secondary schools and promote the sustainable development of society.