Rural Primary Education in the East: Problems and Countermeasures [Abstract] Today, people focus on the poor areas in the central and western regions, ignoring the problems existing in rural primary education in the more developed areas in the east. This paper analyzes the current problems in rural primary education in eastern China, and puts forward relevant countermeasures, which is conducive to the sustained and healthy development of education in China, so as to further realize the real education equity. [Keywords:] Eastern rural areas; Primary education; Problems and Countermeasures After China's entry into WTO, the challenges and opportunities faced by rural economy and rural education are undoubtedly the greatest. In the past 20 years of reform and opening up, great achievements have been made in the development of rural education. However, the weakness and backwardness of rural education has always been a problem in the whole educational development. The research on rural education has always been concerned by academic circles. With regard to the study of rural primary education, most scholars tend to study rural primary education in the poorest mountainous areas in the west, thus ignoring the problems existing in rural primary education in the more developed areas in the east under the cover of well-off villages. The reason why the author pays special attention to the eastern rural primary education is because the problems existing in the eastern rural primary education have their own characteristics. Studying the primary education in eastern rural areas can provide some reference for the reform and development of rural education in western China. The development of education in the east today is the development of education in the west tomorrow. It can be seen that studying the problems and countermeasures of primary education in eastern rural areas plays an important role in the sustainable and healthy development of education in China. It should also be noted that "township" broadly includes two parts: township and village. The rural education studied in this paper refers to the education in rural areas below cities and towns, that is to say, the research area is the rural areas where only primary schools exist in the east, and the research scope is rural primary education. I. Present situation and problems of primary school education in eastern rural areas (I) Conditions for running schools in eastern rural areas-shortage and waste coexist. Although the conditions for running schools in eastern rural areas are far superior to those in western rural areas, the conditions for running schools in eastern rural areas are much worse than those in town central primary schools because most rural areas in the east are still at a low level of well-off. To make matters worse, in order to realize the acceptance of well-off education, most teaching is just a "flower shelf". First, the magnificent classrooms are mostly old houses for more than 20 years; Most of the desks and chairs used by students are second-hand goods bought at low prices from primary schools in the city center and town center. Although the surfaces of desks and chairs are newly painted, they are not suitable for height. Second, the basketball court and football field are just decorations, and all kinds of moving materials are in short supply. Third, there are big loopholes in drinking water, sanitation, ventilation and heating. It is not uncommon for students to be injured by falling electric fans in summer; In winter, the students helplessly guard the dying small coal stove; The drinking fountain is only a tool for acceptance. The water that students drink every day is brought by the small kettle. Fourth, there are hidden dangers in the safety of public property. Most rural primary schools have no school nurses at night, and tables and chairs are stolen from time to time. In the summer vacation of 2006, 30 computers in a rural primary school in Hebei were looted overnight. (2) The coexistence of curriculum scale and form, the implementation of balanced strategy, the promotion of quality education, the implementation of new curriculum reform and other "nine-year plan" measures have provided extremely favorable development opportunities for rural education. But for some eastern rural primary schools, it is simply "following the trend." Chinese, mathematics, nature, sociology, art, music, physical education and other courses can be said to be readily available. However, due to the lack of full-time teachers and teaching equipment, these courses are better than nothing, and most of them are part-time by class teachers. Music and art classes have become remedial classes for Chinese and mathematics, and physical education class, who keeps fit, has also become a labor class for cleaning. By the third grade, English and computer courses have been basically offered in rural primary schools in the east, but most schools do not have corresponding teachers and teaching equipment. Because most English teachers in rural primary schools need to be hired from central primary schools in towns, weekend English classes have become remedial classes for children at school; Faced with the elimination of 286 or 386 computers in the central primary school, a short computer class has become a computer maintenance class for teachers and a waiting class for children who are at a loss. (3) Teachers and Teaching-Coping with Fraud Coexistence Compared with rural primary schools in the west, the problem of wage arrears of primary school teachers in the east is not very serious, so there are three main groups of teachers in rural primary schools in the east: first, the old teachers who have changed from private to public by their qualifications; Second, substitute teachers of different ages who squeeze into this line by various relationships; Third, there are a few young teachers with professional qualities who have graduated from technical secondary schools and are qualified in all aspects. This kind of teachers with low overall quality will inevitably bring some problems and negative effects in teaching: First, a considerable number of old teachers who have changed from civilian to public have outdated educational concepts, outdated knowledge and backward methods, turn a blind eye to the new syllabus and repeat the old teaching plan year after year. This does not meet the needs of educational reform and development. However, in the selection of outstanding teachers of the year, these old teachers rely on their old qualifications and a domineering attitude to succeed, otherwise they will be emotional and their children will become punching bags for some old teachers. Second, because most substitute teachers rely on various relationships to squeeze into the teaching team, they just regard teaching as a career to support their families, not a lifelong struggle. Young substitute teachers, in particular, are perfunctory in their work and are only satisfied with "teaching" but not "teaching". Third, young teachers who graduated from technical secondary schools are often excluded by old teachers, and their teaching achievements are often not recognized. Even in the annual assessment, they are not as good as related substitute teachers. This has led some teachers to go with the flow, and some teachers with a little ambition also aim to transfer to the central primary school. Fourth, although the entrance examination mechanism was abolished in rural primary schools in eastern China in order to reduce students' burden, the management evaluation mechanism centered on the examination was "neglected". Most schools evaluate whether a teacher is excellent or not, or look at the students' scores after the unified examination every semester, rather than the teachers' efforts in the teaching process and the improvement of students' comprehensive quality, so this leads to the fraud of "two excellent+one poor" in the examination room. During the exam, two students with relatively good grades should take care of the "poor students" caught in the middle. Second, the countermeasures to promote the sustained and healthy development of primary education in eastern rural areas. The 16th National Congress of the Communist Party of China has taken the overall situation into consideration, seized the important strategic opportunity of 2 1 century, and put forward the goal of building a well-off society in an all-round way by 2020: more economic development, more sound democracy, more scientific progress, more prosperous culture, more harmonious society and more affluent people's lives. It can be seen that education is not only an important part of a well-off society, but also "education is the basis for developing science and technology and cultivating talents", which plays an overall leading role in modernization and must be placed in a strategic position of giving priority to development. The quality of primary education in eastern rural areas can directly reflect the success or failure of rural education reform in western areas, and also become a key factor affecting the realization of the educational goal of building a well-off society in an all-round way. Therefore, we must pay necessary attention to the problems existing in rural primary education in eastern China. (1) Correct the idea of running primary schools in eastern rural areas and improve the quality of running schools in an all-round way. Today, when building a well-off society in an all-round way, the eastern region must promote education through economic assistance, further coordinate the effective use of educational resources, always give priority to education, and truly establish the advanced concept of "a century-long plan, education-oriented". Internally, the managers of rural primary schools must be clear about the real purpose of running schools: teaching and educating people. Any facilities and equipment in the school are used to serve students, not to meet the working tools accepted by superiors, and not to waste limited resources on the grounds of shortage. Externally, the government and relevant departments should make every effort to increase investment in rural primary schools, and constantly improve the system of raising funds for rural basic education through multiple channels, scientifically plan and rationally allocate education funds, improve the efficiency of fund use, and put an end to waste and "ostentatious" construction. (2) Improve the quality of primary school teachers in eastern rural areas as soon as possible. The hope of national rejuvenation lies in education, and the hope of educational rejuvenation lies in teachers. On the one hand, teachers' academic level is improved through on-the-job training and social recruitment; On the other hand, by participating in training, teaching research and learning, the quality of primary school teachers will be improved in an all-round way, and the professional development of primary school teachers in eastern rural areas will be realized. Second, attach importance to the establishment of a vocational incentive mechanism for rural primary school teachers and attract high-quality talents to join the ranks of primary school teachers. Thirdly, from the teacher's own point of view, it is necessary to make continuous reflection in the teaching process. In the process of reflection, we should strive to govern education by virtue and by law; Love your job and teach carefully; Love students and promote teaching with affection; Strictly study and promote education scientifically; Unity, cooperation and collaboration in teaching; Be a teacher by example. (3) Further promote the management system of primary education in eastern rural areas, optimize school personnel management, establish a supervision system that conforms to primary education in eastern rural areas, and implement education according to law. In the process of acceptance and evaluation of well-off education, we should resolutely put an end to the guerrilla tactics of "superior ventilation-local preparation" and realize the dual management of "practical obstacle protection+effective supervision". Establish a mechanism for teachers' professional qualification entry and exit, further improve the teacher qualification certification system, and prevent unqualified personnel from serving as rural teachers. Internally, it is necessary to speed up the personnel reform of "full employment, equal competition, fixed personnel and posts, selection of talents, elimination of job transfer, optimization of organization, strengthening training, scientific assessment and contract management". In school management, we should keep pace with the times and optimize the comprehensive and systematic school management operation mechanism combining scientific management with standardized management, rigid management with flexible management, and incentive management with punishment management. [References] [1] Yuan Zhenguo. China education policy review [M]. Beijing: Education Science Press, 2004. [2] Renjie Zhang. Education in China in 2004 [M]. Guangdong: Guangdong Education Press, 2005. [3] Zhu Xiaoman. Countermeasures and suggestions -2003-.