Rural basic education is an important part of education in China. Restricted by the level of social and economic development, the development of rural basic education faces many challenges.
First, the problems in rural basic education
(A) the issue of funds
Due to the unbalanced social and economic development, the dual economic structure between urban and rural areas has widened the gap between the rich and the poor, resulting in a serious education gap between urban and rural areas. Its direct reflection is the insufficient investment in rural education and the lack of educational resources.
The reform of rural taxes and fees, the abolition of agricultural taxes and the implementation of the policy of "two exemptions and one subsidy" for rural compulsory education have effectively reduced the burden on farmers and promoted rural construction and agricultural development. However, according to the investigation, analysis and prediction of relevant experts, the current investment in education funds has shown an obvious downward trend again, and the gap in rural education funds is about 654.38+0 billion yuan. The serious shortage of funds directly hinders the development and reform of rural basic education. In the investigation, we found that the relevant policies of the central government have not been really implemented, there is no effective supervision mechanism for the operation of funds, rural education has been heavily in debt, teachers have almost no benefits and bonuses, infrastructure construction is limited, and public funds cannot make ends meet. After the reform of taxes and fees, especially after the implementation of the one-fee system, some schools have almost no sources of funds, and the normal office expenses of schools cannot be spent. In addition, the office funds that should have been allocated by the government can't be put in place in time, which makes school management more difficult.
(B) the widening gap between urban and rural education
The educational conditions in rural areas of China are incomparable with those in cities, and advanced educational means, teaching facilities, teaching equipment and teaching conditions are out of the question. The gap between teachers' salaries and welfare benefits is widening, which makes it difficult to improve the teaching quality in rural areas. At the same time, due to the gap between urban and rural education, many rural families send their children to urban schools, which not only reduces the number of rural students, but also reduces the quality of students.
(3) the problem of teachers
On the one hand, the mismatch of rural teachers is serious, and many schools employ temporary substitute teachers, which can not guarantee normal classes and teaching quality; On the other hand, because a group of people with low academic qualifications and poor quality enter the teaching staff, the overall quality of the teaching staff is not high and the age structure is unreasonable. The rural curriculum reform poses a great challenge to the current rural teachers, and requires teachers' educational ideas and teaching role behaviors to change in all directions. Because of the great differences in rural teachers' age, education, knowledge and ability, physical and mental condition, the transformation process is much more difficult.
(D) Left-behind children bring severe challenges to rural basic education.
In recent years, a large number of farmers have gone out to work, and the education problem of "left-behind children" has become increasingly prominent. According to statistics from relevant departments, there are about 20 million left-behind children in China. Left-behind children are prone to learning difficulties, truancy, truancy and even dropping out of school because of poor parental discipline and the doting of the elderly.
(E) "City-based" curriculum is not suitable for rural basic education.
The new curriculum standard is mainly based on the academic ability of urban students, which is unrealistic and difficult for rural students to a certain extent, which leads to some rural students' lack of ability, becoming academic losers, eventually losing interest in learning and being forced to drop out of school.
(6) Basic education in rural areas cannot implement real quality education.
Due to the limitation of conditions, continuing education is still an important direction of rural basic education. Rural basic education is biased towards outstanding students, ignoring most students, and there is no way to focus on improving students' quality in an all-round way.
(7) The new "reading uselessness theory" began to prevail.
A new "reading futility theory" is emerging in rural areas. Farmers send their children to school with a strong utilitarian purpose, that is, to enter the university and find a good job. At present, China's colleges and universities have expanded enrollment on a large scale, tuition fees have risen rapidly, and the relative income standard of residents is too high. Moreover, the employment situation of college students today is grim, and it is more difficult for college graduates from rural areas to find jobs because of the lack of relevant social relations, which directly affects the enthusiasm of farmers to send their children to school. It is the common psychology of ordinary farmers to go to work early to earn money without looking for a job after graduation from college.
Second, the countermeasures
(a) to solve the problem of funding, improve school conditions.
It is necessary to increase investment in rural education and adjust the transfer payment mechanism. After the reform of rural taxes and fees, the government has increased the financial transfer payment for rural education, but there is still a big gap in rural education funds in some places. To solve this problem, we must first determine the financial sharing ratio of the central, provincial, prefectural and county governments in different regions in the form of law to ensure that the education funds are implemented on time and in quantity; Secondly, it is necessary to establish a mechanism that teachers' salaries are shared by the central, provincial, prefectural and county governments, and increase the financial transfer payment between the central and provincial governments to ensure that rural teachers' salaries are paid in full and on time. In addition, for poverty-stricken areas and ethnic minority areas in the central and western regions, the state can take special measures in terms of capital investment, create conditions to realize the "free system" of compulsory education earlier, and effectively protect the rights of students in poverty-stricken areas to receive compulsory education.
(B) to strengthen the construction of teachers, improve the overall quality of teachers
1. Provide training opportunities for rural teachers to improve their comprehensive quality; Improve the welfare of rural teachers and ensure that wages are paid in full and on time; Solve the problem of low salary of substitute teachers.
2. Use relevant policies to encourage college students to support teaching and free education for normal students, and promote the improvement of teachers' level.
3. Strengthen the communication between urban and rural teachers. Arrange excellent urban teachers and special-grade teachers to teach in rural schools, especially in poverty-stricken areas, to help rural teachers adapt to the requirements of the new curriculum reform as soon as possible, and strive to achieve a comprehensive change in educational concepts, teachers' roles, educational ability and educational evaluation.
(C) Correct the school-running concept of rural basic education
To change the concept of rural basic education, we must face all rural areas and pay attention to cultivating all students, instead of taking cultivating talents for colleges and universities as the only goal of rural basic education. It is necessary to correct the school-running idea of rural education, truly shift the focus of rural education to quality education and to the track of serving local economic construction and social development, so that graduates of various schools at all levels can adapt to the various needs of social development on the basis of all-round development.
(D) Narrow the gap between urban and rural areas and realize the balanced development of rural basic education.
In the investment of education funds, special attention should be paid to the support of weak rural schools in the region. By setting up special funds for the construction of weak schools, we will give priority to ensuring the construction funds of weak schools and narrow the gap between schools. Through the establishment of "integration of urban and rural education", urban schools and rural schools establish corresponding and relatively fixed entities, promote the joint cooperation between urban and rural schools, and realize the sharing of high-quality resources between urban and rural areas. Strengthen the supervision and evaluation of standardization construction in rural primary and secondary schools, and effectively standardize the behavior of running schools in primary and secondary schools, so that the conditions of school buildings, equipment and teachers in compulsory education schools are roughly the same.
County (city, district) level education administrative departments should strengthen the implementation of balanced development of compulsory education by establishing and improving the government accountability system. It is necessary to establish and improve the monitoring system for the balanced development of compulsory education, and regularly monitor and analyze the gap between compulsory education schools within the jurisdiction. Gradually establish a standardized, scientific and institutionalized teaching quality monitoring and evaluation system and teaching guidance system for compulsory education, gradually carry out pilot work on students' comprehensive quality, and continuously improve the quality of primary and secondary education.
(5) Do a good job in parent schools and strengthen the education of left-behind children.
The education of students needs the close cooperation and mutual support of school education and family education. Society and schools should make full use of limited resources to run parent schools and family education guidance centers, make full use of news media to widely popularize family education knowledge and successful experience, help and guide parents to establish correct concepts, master scientific methods, and improve their ability to scientifically educate children.
"The key to building a harmonious society lies in the countryside, and the breakthrough is also in the countryside", which was put forward by Committee member Cui Lin at the just-concluded "two sessions". Rural life and global life, and education is the most fundamental and important reason to solve these problems. To do a good job in rural basic education, we must correctly understand the "three rural issues". The core of the "three rural issues" is the living standard of farmers, and we should do everything possible to make farmers rich. From the perspective of building a harmonious society, it is impossible for the whole society to have more harmony without raising the income level of most people and improving their living conditions. Harmonious society emphasizes sustainable economic development, equality of human rights and cherishing life, democracy, equality, peace and development. All this should be based on the most basic education of every citizen. Therefore, we should vigorously develop basic education, especially rural basic education, and create a good social environment for building a harmonious society.
References:
(1) Liu, people. Reflections on Strengthening Rural Junior Middle School Education [C]. China Education Research Series, 2006,257 ~ 259.
The Finance Department of the Ministry of Education and the Statistics Department of Population and Social Science and Technology of the National Bureau of Statistics. Statistical Yearbook of Education Funds in China [M]. China Statistics Publishing House, 2003.
③ Faye Wong. On the problems and countermeasures of rural education [C]. Bulletin of China Agricultural Science, 2006, 2:456~458.
(4) a literate family. The Dilemma of Rural Basic Education in China [OL]. China. com, March 8, 2004.