How to Improve the Teaching Quality of Rural Primary Schools in Remote Mountainous Areas
Release time: 20 15-09- 18 Source: Paper Net Mobile Edition.
Abstract: For a long time, the quality of primary education in remote mountainous areas in China has not been guaranteed, the number of teachers is insufficient, the comprehensive quality is not high, and the educational concept has not been deeply popularized. Compared with urban primary education, there is a big gap. Based on the analysis of the present situation of primary education and teaching quality in rural remote mountainous areas, this paper puts forward some measures and countermeasures to change this situation.
Key words: primary education; Rural remote mountainous areas; quality of teaching
In view of the basic education in rural areas of China, the state has launched a very important policy of benefiting farmers, that is, nine-year compulsory education in rural areas, which greatly reduces the economic pressure on rural families to provide their children with schooling, and at the same time provides more opportunities for rural children to study, which greatly promotes the development of basic education in rural mountainous areas of China. However, in some remote mountainous areas in China's rural areas, due to the influence of traffic, topography, language and other factors, the number and quality of teachers have not been guaranteed for a long time, and the quality of education and teaching has not been improved. Therefore, it is necessary to explore the problem of improving the quality of primary education and teaching in rural remote mountainous areas.
1. Present situation and teaching quality of rural primary education in remote mountainous areas
(1) The primary education facilities are poor and cannot meet the requirements of quality education. Due to the slow development of rural remote mountainous areas, the information is blocked, the villagers do not attach importance to education and do not have much money to invest in the education industry, which leads to the primary education barely staying at the stage of ensuring classrooms, blackboards and chalk, and the hardware and equipment needed for quality education at this stage are basically blank. For example, primary school students simply don't know the existence of multimedia teaching, which is easy to make students lose their confidence and enthusiasm in learning, which is not conducive to the improvement of teaching quality. [ 1]
(2) The quantity and quality of teachers in remote mountainous areas cannot be guaranteed. Many teachers are reluctant to teach in remote rural mountainous areas because of inconvenient transportation, backward economic development and poor information exchange. In addition, due to the small population and fewer school-age children in rural remote mountainous areas, there are insufficient students and unreasonable teachers in primary schools in rural remote mountainous areas, which leads to the situation that the quality of primary education in rural remote mountainous areas in China cannot be improved for a long time.
(3) Teachers' education level is limited and their comprehensive quality is not high. Most of the remote mountainous areas in rural areas have complex terrain, inconvenient transportation, far away from the city center, and teachers have few opportunities to contact the external environment. In addition, the investment in education in rural remote mountainous areas is limited, so teachers can't participate in education and teaching training regularly and can't grasp teaching information in time. For a long time, they have been using a set of teaching plans, and their education methods are rigid. [2]
2. Strategies to improve the teaching quality of rural primary schools in remote mountainous areas
(1) Strengthen the training of teachers in rural mountainous areas. Teachers engaged in primary education in rural remote mountainous areas can't get formal training of new knowledge, new skills and new concepts due to various external factors, which leads to imperfect knowledge structure system of teachers and lagging teaching skills. Therefore, it is necessary to strengthen the training of primary school teachers in rural remote mountainous areas, create training conditions and opportunities for them as much as possible, exchange advanced educational models and concepts with urban primary school educators, update the knowledge structure and improve the teaching quality in remote mountainous areas.
(2) Ensure the standardization of the teaching process. Due to the backward living conditions, limited teachers' resources and the lack of a perfect teaching system, the teaching tasks of existing teachers are quite heavy in rural remote mountainous areas of China. Therefore, it is necessary to standardize the teaching process of primary education in mountainous areas, make rational use of teachers' resources, attract college students to teach in mountainous areas through various channels, and help teachers to do some auxiliary work, so that they can have more time and energy to concentrate on preparing lessons, inject new strength into teaching in mountainous areas and bring them new knowledge and teaching skills. In addition, we must ensure the living conditions of teachers, reduce their living burden, concentrate on teaching, standardize the teaching process and improve teaching ability. [3]
(3) comprehensively cultivate teachers' lofty educational ideals. Rural teachers in remote mountainous areas should be enthusiastic about education, care for students, establish lofty educational ideals and create a good learning environment for students. Cultivate lofty educational ideals of teachers in mountainous areas, strengthen the education of teachers' morality and style, attract more teachers with lofty educational responsibility and enthusiasm, and build a team of teachers with lofty educational concepts and lofty moral qualities. In addition, as far as possible to provide opportunities for self-development and growth of mountain teaching, we can implement some incentives or compensation in policies to stimulate teachers' educational enthusiasm and make them devote themselves to education with greater enthusiasm.
(4) Ensure the basic teaching hardware facilities. In the environment of promoting quality education, advanced teaching hardware facilities are indispensable for promoting students' learning progress. Cultivate students' comprehensive quality, improve teaching quality in mountainous areas, increase investment in education funds, improve backward conditions for running schools, and improve the lack of basic teaching equipment in primary schools in mountainous areas. We can cooperate with urban primary schools in some public welfare activities to ensure that some advanced teaching equipment is provided to primary schools in mountainous areas in time, so that old teaching hardware can be updated, students' enthusiasm and interest can be improved, education in remote mountainous areas in rural areas can be improved, and the quality of education and teaching can be effectively improved.
China's policy of benefiting farmers through nine-year compulsory education is aimed at all school-age children. It is the duty of teachers to popularize education for children in remote mountainous areas in rural areas. Teachers should do a good job in their own education, ensure that every child can receive education fairly, enjoy the same learning environment as urban children, and promote the healthy growth of children in mountainous areas. Only by making efforts and improving in many aspects and contributing to the education in mountainous areas can we improve the quality of primary education and teaching in rural remote mountainous areas.
References:
[1] Zhuoma Caizhen. My opinion on improving the quality of primary education and teaching in rural remote mountainous areas [J]. China Educational Technology Equipment, 20 10 (28): 38-39.
[2] Long Tengfei. On how to improve the quality of rural primary education in remote mountainous areas [J]. Fei (Quality Education Edition) 20 13 (09): 196.
[3] Wei Yanqiong. How to improve the quality of mathematics teaching in rural primary schools in remote mountainous areas [J]. Reading, Writing and Arithmetic (Research on Education and Teaching), 20 13(05).