In rural areas of China, there is now a "bipolar" phenomenon. "One pole" is to let children go to key universities, parents sell iron in the pot, send their children to study in cities, and some families even become poor and return to poverty because they send their children to universities; Another "extreme" is that some families think that their children have no hope of going to a good university, so they let their children drop out of school early. The new theory of the futility of reading has spread in some poor areas in the central and western regions. Behind these phenomena is the reality that rural education in China is backward.
Why should we vigorously develop rural education?
The fairness of educational opportunities is an important symbol of social civilization.
Knowledge is one of the important foundations of wisdom, which can change fate, environment, country and the world. ...
How to develop rural education?
What a big topic, you should be able to write a paper! Education cannot be developed by our own efforts. With the development of economy and social progress, our countryside is undergoing earth-shaking changes, both ideologically and materially. To develop rural education well, we must first keep pace with the times. We can't use the old ideas of the past to develop rural education now. Education should conform to the current development situation, innovate constantly and introduce advanced educational talents and ideas. At the same time, we need the strong support of * * * departments, give priority to the development of economy and education, and provide necessary hardware facilities and conditions for the development of education!
I think these are two main points. Of course, there are more than these two points to develop rural education well. I won't list them one by one. Think for yourself.
How to run rural education well
First, further promote the development of rural compulsory education. At present, China's rural compulsory education has stood at a new historical starting point, which has initially solved the problem of rural children's "learning", but it also faces some new situations and problems, especially the education of left-behind children, children of migrant workers, and the problem of a few children dropping out of school due to school merger. This is a phased product of the acceleration of China's industrialization and urbanization and the outward transfer of rural surplus labor force, and it is also a prominent problem we will face for a long time to come, which must be highly valued.
The first is the education of left-behind children in rural areas. There are more than 20 million left-behind children in rural areas, and their biggest problem is the lack of family ties. "Boarding system", "trusteeship paternalism" and "family communication platform" are all effective measures. However, at present, the care service system led by * * * is still not perfect, and the work in various places is unbalanced; New problems such as the "reverse guardianship" of left-behind children to the elderly and the need for special attention for left-behind girls are constantly emerging. The focus of future work is to take * * * as the leading factor, and increase the care service for left-behind children in rural areas. Rural boarding schools should be equipped with life and psychological teachers and necessary management personnel to meet the needs of left-behind children in rural areas. Encourage care activities such as "surrogate parents", "caring mothers" and "trusteeship centers". Strengthen the mental health education of left-behind children and enrich their extracurricular and off-campus life. In short, efforts should be made to create a good environment for the healthy growth of left-behind children.
The second is the education of children of floating population. In order to solve the problem of migrant workers' children's difficulty in attending school, the state has issued a series of policies, which clearly put forward the policy of giving priority to the management of imported places and giving priority to full-time public primary and secondary schools, that is, the "two-oriented" policy, which requires that local students be treated equally in terms of fees and subsidies, and guarantees their equal right to receive compulsory education. In the past two years, the central government has invested about 5 billion yuan in special funds every year to supplement the public funds of schools that receive migrant children of migrant workers and improve the conditions for running schools. However, it should be noted that the task of ensuring the children of migrant workers to "study hard" is still very arduous, and all sectors of society are highly concerned about it. The next step is to realize the "two-oriented" and "full coverage" of compulsory education for children of floating population. It is necessary to gradually improve the public financial guarantee mechanism for compulsory education for migrant children of migrant workers, and the input place shall be responsible for it. Standardize and support private schools that mainly accept migrant children of migrant workers. Pay close attention to the study and formulation of measures for migrant children of migrant workers to take entrance examinations in their places of residence after receiving compulsory education. Strengthen the guidance and education of migrant children in psychology, culture and customs. So that they can better integrate into the study and life of the input place.
The third is to run boarding schools and village teaching points well. We have been paying attention to boarding schools for some years, and the effect is very good in practice, which is conducive to the centralized use of educational resources and the guarantee of teaching quality. This work should be done not only frequently, but also according to local conditions. Generally speaking, we should gradually increase investment, appropriately expand the scale and raise the level as soon as possible. We should also have a correct understanding of the problem of village teaching points. Our goal is to make every child go to school. If children drop out of school because of the merger of schools and the long journey to school, it runs counter to our policy. There are some primary schools all over the world, and some even have only a few students. If rural people and rural children really need it, some village teaching points should be well maintained and run well. This matter is particularly important in mountainous areas, remote areas and pastoral areas.
Second, continue to vigorously develop rural ordinary high school education and secondary vocational education. At present, the gap between rural high school education and urban education in China is obvious, and there are many difficulties and problems: many rural high schools are short of school conditions and teaching resources, and the phenomenon of large class size and super-large class size is still common, and experimental equipment, books and information facilities obviously cannot catch up with cities; The funds for running a school are tight, and the phenomenon that "eating depends on finance, operation depends on fees, and construction depends on borrowing" is still widespread, and a perfect fund investment mechanism has not yet been established; The mode of running a school is similar, the tendency of exam-oriented education is more serious, the problems of "one thousand schools on one side" and one-sided pursuit of enrollment rate are outstanding, and the burden on students and learning pressure are great. We must vigorously strengthen the rural ordinary high school education. First, support rural areas, especially those in the central and western regions and ethnic areas where the nine-year compulsory education started late, further expand the scale of running ordinary high schools, improve the popularization level, and meet the needs of junior high school graduates to receive high school education. At the same time, comprehensively improve the conditions for running rural ordinary high schools to reach the national level. ......
What are the problems in rural education and put forward some solutions?
Problems and Countermeasures in Current Rural Education
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Today, China has changed from a big agricultural country to a rising one. However, when the new curriculum reform has been fully promoted for nearly ten years, it is still inconclusive whether the problems of rural education in China have been well solved. As long as we pay attention to it, it seems that we have heard many voices from rural education complaining about being tired and poor, and we have also seen many pictures of underdeveloped and uncoordinated rural education. What are the problems of rural education? Why are there these problems? How to deal with it? Every educator who dares to take responsibility should "be careful not to look thin in the mirror", and think and explore the high, fast and good development of rural education with the great mind and wisdom of "worrying about the world first and enjoying the world later".
First, the causes of problems in rural education
Throughout the history of education reform and development in China, we find that Liang Shuming, a famous scholar and master of Chinese studies, was the first person to talk about rural education. He believes that under the special form of "ethics-oriented, career-oriented" in China, education must start from the countryside and give priority to the development of rural education. Today, China's rural education has undergone earth-shaking changes. Education is no longer simply regarded as a purely political or economic tool, and knowledge is no longer emphasized but ability or knowledge is ignored, and people's own development is no longer ignored. However, with reference to the discussion on education in the report of the 18th National Congress of the Communist Party of China, the goal of running a satisfactory education for the people and the real experience of rural teachers, we can easily find the following problems.
1. The value orientation of rural education is "waves hit ships and shake the track".
The report of the 18th National Congress pointed out that "education is the cornerstone of national rejuvenation and social progress. We must give priority to the development of education, fully implement the party's educational policy, insist that education serves the socialist modernization and the people, regard moral education as the fundamental task of education, and cultivate socialist builders and successors with all-round development in morality, intelligence, physique and beauty. "
From here, we can easily see that as a big agricultural country, the national conditions determine that we should give priority to the development of rural education with a larger population and let more qualified citizens participate in socialist modernization. But in fact, rural education has always been presented as a relative concept of urban education, ignoring the construction mechanism of rural culture itself and taking pure urban education as its value orientation of transformation and development. This "separation between agriculture and capital", "urbanization-only" and "pan-urbanization" makes today's rural education always implement a unified national teaching model, curriculum plan, curriculum content, syllabus, teaching materials and evaluation mechanism, which shows the characteristics of urbanization in determining training objectives, selecting curriculum content and evaluating educational indicators, and is no different from urban education. In rural areas, education is only regarded as a tool for further studies, a ladder for career and rank, a stepping stone for pursuing fame and fortune, a screening tool for jumping out of the "agriculture" door, or transporting semi-finished products to urban processing plants. Even if many farmers' children get what they want, there are a lot of losers behind every winner that we have almost forgotten. Their failure can't cover up the disappointment of most farmers and their rejection of this kind of education. Out of the competition field of sharing scarce educational resources, they began to wake up. Since this road is difficult, why should they study hard for more than ten years? Under this ideological background, rural education is exam-oriented and tired of learning, even * * *, which seriously deviates from the educational value orientation. Farmers' children have to shine the bright moon that should be hung high in the cultural sky into the ditch of fame and fortune, and they don't like "armed" exam-oriented education or "red skirt" with all-round development.
2. Rural education equity is "difficult to enter the homes of ordinary people".
Compared with * * *, the report of the 18th National Congress of the Communist Party of China has new requirements for educational equity: "Vigorously promote educational equity, rationally allocate educational resources, focus on rural areas, marginal areas, poverty-stricken areas and ethnic minority areas, support special education, improve the level of financial assistance for students with financial difficulties, actively promote the equal access of children of migrant workers to education, and make every child a useful talent." These requirements are very clear. By narrowing the educational differences among regions, urban and rural areas and special groups, we can provide each student with relatively fair educational opportunities and let children become useful talents through education.
But looking at reality, the policy points to fairness, but it has not achieved fairness well. Even the more we appeal, the more unfair it is. Fairness has almost become a mockery of rural education. Someone joked: "China's economy gained depth at the expense of Shanghai. ......
Why, education should be divided into rural areas and cities.
This is the characteristic of China. China is a big agricultural country with vast rural areas, relatively small urban population and developed industries. Since the founding of the People's Republic of China, farmers have ruled the country and workers have ruled the country. How popular were urban hukou in the 1970s and 1980s?
How to reform and develop rural education?
Parents of their children really understand the country's rural education concept, don't confuse rural education with urban education, and introduce some policies to encourage teachers to teach with peace of mind. Rural education will naturally have good and gratifying changes.
Why did you choose to be a rural teacher?
(A) rural primary and secondary school teachers
In this study, "rural primary and secondary school teachers" refer to teachers who work in towns and below. This group of teachers includes both formal teachers (financial allocation) and informal substitute teachers (no financial allocation). Rural primary and secondary schools are their workplaces and their living places. Compared with the viewpoint of "urban primary and secondary school teachers", the division of "rural primary and secondary school teachers" gives people negative associations such as hard working conditions, weak schools, inconvenient transportation, blocked information, low income, heavy burden and few development opportunities. It is estimated that there are currently 4,729,500 primary and secondary school teachers in rural areas, accounting for nearly half of the total number of primary and secondary school teachers in China, and they are responsible for the education and teaching of 65.438+300 million school-age children in rural areas.
(2) Teacher training
From the standpoint of human resources development, training is to give practitioners the necessary professional knowledge and technical norms outside the production process (or temporarily put aside the production purpose), to help them form a correct attitude and master the necessary professional skills to meet the needs of a certain industry activity. Teacher training is to let teachers temporarily put aside school education and teaching activities, accept professional knowledge and business training, and help teachers improve their professional knowledge and business ability. In this study, the concept of teacher training refers to the following meanings: ① After-service education with teacher qualification; (two) temporarily leave or shelve the special research of education and teaching activities; ③ Learning guided by external factors is different from teachers' daily self-learning; Non-academic research; The purpose of training is to improve the level of education and teaching in the future.
(3) Effectiveness
The concept of validity reflects the positive correlation between two (or more) things, and reveals the availability of A thing (behavior) to B thing (behavior). Peter drucker, a master of modern management, said in the book "Effective Managers", "The so-called effectiveness is a means to enable the ability and knowledge resources to produce more and better results." This study defines the effectiveness of teacher training as two interrelated dimensions: ① Teachers' personal knowledge, skills and attitude towards education and teaching have been positively changed through training to meet the needs of the changing rural education situation; (2) Through training, teachers' growing needs for self-growth and development in education can be met, so as to promote the collective cultivation of all teachers' correct values, beliefs, styles and habits, and greatly improve the quality of education and teaching in rural primary and secondary schools. The third dimension involved in the concept of validity, that is, the measurement of the degree of quantification in the above two aspects, involves the control of related variables and is beyond the scope of this study.
How to do a good job in rural education?
1. The state's support mainly supports the treatment of rural teachers in national policies, and some good teachers can be assigned to teach in rural areas. You can also train the ability of local teachers. 2, need the attention of the community and eliminate misunderstandings, many college students do not want to go to rural development that there is no future, and the low salary of rural teachers leads to many people unwilling to go to rural development. At present, the country is vigorously developing rural areas and constantly improving the treatment of teachers. This is a good phenomenon, but it will take time.
How to strengthen rural education
From the early 1980s to the present, with the promotion of rural reform and rural economic development, rural education has made great progress, but with the changes of financial system and rural economic situation, the difficulties faced by rural education are still severe. I have been engaged in rural education and teaching for more than 30 years, and deeply realized that from students to teachers, I can boldly say that the development of education in China is unprecedented and encouraging in the history of China. Especially in poverty-stricken areas like Linxia Prefecture in Gansu Province, where many ethnic groups live together, it is not easy to make such great achievements in education. The implementation of two exemptions for nine-year compulsory education and the improvement of nutritious breakfast for primary and secondary school students in rural areas is a major measure to promote rural education. However, how to further improve the quality of education and teaching in rural schools is still a problem that should be concerned.
First, there is a lack of education funds and poor conditions in rural schools.
Due to the lack of funds in rural areas, the conditions for running schools will naturally not be too good. Not to mention modern equipment, even basic teaching methods are difficult to meet in many mountain primary schools, and the funds for maintaining normal education operation are tight. The unfair distribution of educational resources makes some children in rural areas in an environment where educational resources are very scarce and unable to receive a good education, which not only seriously hinders the development of rural education, but also makes it more difficult for rural youth to find jobs, resulting in a vicious circle. The desire for educational equity and access to high-quality educational resources is even more urgent. Due to the deep valleys in rural areas, inconvenient transportation, scattered people's residence and poor students' concentration, especially in Kangle County, a poverty-stricken county, there are many natural conditions, so it is difficult to realize the desire of educational equity, and the gap between urban and rural areas is obvious.
Second, the quality of rural teachers is low and the number of teachers is insufficient.
At present, the overall situation of rural primary and secondary school teachers in our province is good, but there are still many structural problems such as regional shortage, unbalanced subject structure, uneven age distribution and low academic level. The overall quality of teachers in rural schools is not high and the ranks are unstable, which is a very prominent problem in rural primary and secondary schools. Especially in mountain schools. The professional quality of teachers is directly related to the quality and level of education, and has always been the focus of education. The speed and systematization of teachers' professional ability renewal is one of the criteria for whether a teacher is excellent or not, while rural teachers are relatively backward in these aspects. Coupled with the widening gap between urban and rural economy and income level, a large number of rural teachers, mainly backbone teachers, are lost, and the gap between urban and rural education is further widened, especially in some mountain schools in some counties of Linxia Prefecture, where young and promising teachers often cannot stay.
Third, students' employment difficulties lead to a rebound in the dropout rate.
In the minority areas of our poverty-stricken counties, students often drop out of school, especially in grade one or two. The main reason why students drop out of school is family poverty, and a small part is that parents don't pay attention to education. Especially in today's surging tide of working, students have dropped out of school to work. On the other hand, influenced by the market economy, under the background that college students' employment is not optimistic as a whole, those rural children who are burdened with huge debts and learning burdens can't find jobs once they graduate, and relatively speaking, their higher investment in education risks can't be rewarded. However, the export of compulsory education in rural areas is blocked or blocked, that is, the export to higher-level schools is restricted and vocational education is underdeveloped, which leads to the basic uselessness of knowledge in rural areas, and makes the idea of "reading is useless" resurface in rural areas, especially those children with poor families and poor grades. Due to the constraints of family financial resources, the demand for education is also very weak, and many primary schools have not graduated. Some farmers said, "What's the use of reading? I spent a lot of money, and I won't send it again. It is better to farm at home and release cattle, or go out to work early to make money. " This is the outstanding performance of most farmers' thoughts, and the reason why farmers have such thoughts is largely influenced by traditional thoughts. They think reading is useless and they don't understand the modern employment system. They think that universities are not allocated and it is useless to go to universities. Nowadays, the social competition is fierce, and even after several years of college, I still can't find a job. Farmers with this idea will instill this idea into the minds of those children who are not sensible, so that those children will lose interest in reading and drop out of school after finishing primary or secondary school.
According to statistics, more than 50% of rural junior high school graduates in Kangle County will return to the countryside, especially in the remote mountainous areas of Kangle County. Most of these students returned to their hometown to farm. However, rural junior high school education, especially the compilation of courses and textbooks, is not in line with the actual needs of agricultural production and management and urban and rural economic development, and the basic cultural courses learned are even labor skills. ......