Eccentric pain

The Education Bureau of Jiyuan City, Henan Province has analyzed the teaching quality of rural primary and secondary schools, and found that the teaching quality of rural primary and secondary schools is obviously different from that of cities. A sample survey was conducted on the teaching quality of 92 primary schools in this city. All primary schools in urban areas exceeded the average score, while only 2 primary schools in rural areas exceeded the average score. According to the analysis of the results of the senior high school entrance examination, only two of the 22 rural junior high schools exceeded the city's average pass rate.

In the investigation and examination organized by the Education Bureau of a mountainous county in Hunan Province, the scores of children in many rural teaching points are only 20 to 30, while those in county schools are mostly above 80.

This result is not surprising. In fact, in recent years, the most important reason for the massive loss of rural students is that the quality of rural teaching cannot be guaranteed, and the uneven teaching quality is behind the uneven structure of teachers.

In the investigation, the reporter found that in Hunan, the Chinese class in rural schools is temporarily taught by chefs, and the math class of some rural children in Henan is taught by physical education teachers. In many teaching points, all courses are guaranteed by one teacher, and there are no professional English teachers in some areas.

These common examples in remote rural areas just expose the serious "missing angle" of rural teachers' subject structure. According to the analysis of Jiyuan Education Bureau, the subject structure of rural teachers is unreasonable, and the ratio of teaching to not learning is too high. Take math teachers in primary schools in mountainous areas as an example, the professional counterpart rate of new novice teachers is only 55%. Due to the "congenital deficiency" of teachers' professional knowledge, students' interest in learning has been seriously affected.

According to the investigation of Hunan Provincial Department of Education, there is a shortage of professional teachers in some disciplines in rural schools, and the situation of teaching without learning is widespread. Generally speaking, there are a surplus of teachers in Chinese, politics and other disciplines, and there are very few teachers in physical education, physics, chemistry, biology and information technology.

02

The pain of shortage

The key to ensure the quality of education lies in teachers. Some teaching points have no teachers willing to go, so they can only rehire retired teachers; In some areas, special post teachers are not satisfied at all, and some special post teachers quit after working for a few months; In some rural schools, teachers over the age of 55 account for more than half, and they are in danger of losing their jobs. These realistic cases encountered in the semi-monthly interview with reporters are the concentrated expression of the pain of the shortage of rural education teachers.

Since 2000, about 200 teachers have retired in fengqiu county, a key poverty alleviation and development county, and about 3,000 teachers have retired in 15. In the same period, the county only added about 65,438+0,000 teachers through special post teachers and other programs. Many rural schools fill the gap by hiring substitute teachers. According to the statistics of the County Education and Sports Bureau, there are14 teachers in Fengqiu rural primary school who are self-employed substitute teachers.

As an important supplementary channel for rural teachers, special post teachers cannot fully meet the gap demand. First of all, remote areas are "dissatisfied". For example, Hunan Tongdao County, located in Wuling Mountain Area, planned to recruit 120 special post teachers last year, and finally only recruited more than 80 teachers; Xihua County, Henan Province recruited 220 teachers last year, and only 160 teachers signed up. To make matters worse, some new teachers resigned quickly because of the hard working conditions. For example, the turnover rate of non-local registered special post teachers in fengqiu county is about 50%.

In the next few years, the aging trend of rural teachers may lead to further widening of the gap, and some areas may even face the worry of broken files. For example, 4 1% of rural primary school teachers in Hengshan county, Hunan province are over 50 years old, and only 15% are under 30 years old. A few towns and villages can't find teachers under the age of 30.

03

Treat pain

"If you are not afraid of thieves, you are afraid of guests." In the investigation, a rural teacher vividly described his economic situation. Behind the pain of shortage, the current situation of "poor treatment, low status and great pressure" is the main reason for the unattractiveness of rural teachers' posts.

Du Chengfeng, business director of Shu Ren Middle School in Orange Township, fengqiu county, Henan Province, and his wife are both teachers. Their wages add up to about 4000 yuan a month. He calculated an account for the reporter who had talked for half a month. Two children, one in senior three and one in kindergarten, need at least 1000 yuan per month. They support both elderly people at least 1 000 yuan per month, and they save at most 1 per month, 500 yuan. There are no major accidents at home, and the money can barely support the children to complete their later studies. "I am a senior middle school title. My wife and I have a good income among the teaching staff. Those young teachers who have just started working have only 1000 yuan a month, which is even more difficult. " Du Chengfeng said.

Rural teachers have developed various "second jobs" to subsidize their families. Many teachers go out to work after class or during the winter and summer vacations to help their families. Some people drive taxis at night, some go out with the construction team to tie steel bars in summer vacation, some help villagers build houses and move bricks, and some work as temporary workers in surrounding factories.

Low pay directly leads to the decline of rural teachers' status. Rural teachers have become a helpless choice or a transitional occupation for many young people when they can't find their ideal jobs. Many people choose to flee this position at the first opportunity. According to the survey of Hunan Provincial Department of Education, the average monthly income of rural teachers in this province is 2483 yuan, which is far lower than that of migrant workers with the same education and age, and even lower than that of carpenters and cement workers employed by local farmers.

Such treatment directly led to the loss of rural teachers' sense of professional dignity. A cadre of fengqiu county Education Bureau said that the male special post teacher from other places, "the girls who farm the land don't want to marry him", fearing that he won't run for a few years and his income is too low.

It is also common for rural teachers to have more than one post. Many rural teachers are teachers in class, cook after class, and have to be nannies at night, so their health is not guaranteed for a long time.

04

Developmental pain

Closely related to poor treatment and low status, rural teachers have narrow promotion channels and insufficient room for growth. Most rural teachers have reached the top of primary school, but in the title sequence of our country, this is only equivalent to the intermediate title.

Zhou Yinglong, head of the Personnel Section of the Education Bureau of Zhangjiajie City, Hunan Province, said that many rural teachers in their 40 s and 50 s still have no intermediate titles, and their work enthusiasm has been affected. Some were rated as professional titles, and after several years, they tried their best to transfer to urban schools.

Liu, director of the teacher training center of the bureau, said that although the state stipulates that the evaluation of professional titles is inclined to rural areas, it is difficult to reflect the care and encouragement for rural teachers in practice because of the low proportion of professional titles. At the same time, rural teachers also lack decent training opportunities, their professional quality is difficult to improve, and there is no promising career prospect in the future.

Zhao Ying and Yao are young special post teachers in Jiyuan City, both of whom are in their early twenties. They told reporters who talked for half a month that the most distressing thing was that teaching had not improved. "There are only two teachers in the school. You can only listen to each other's lectures or study online. Without decent guidance and training, it is difficult to improve. "

Although education departments at all levels have formulated national and provincial training plans for rural teachers, the implementation and effects of these plans are not satisfactory. First of all, training funds are not guaranteed, especially in small villages and teaching points with less than 100 people. The state stipulates that 5% of public funds should be used for teacher training. Even if the public funds are fully allocated and used accurately, the public funds for 100 students are 60,000 yuan, and 5% is only 3,000 yuan, which may not even guarantee the teachers' travel expenses.

Secondly, the training time is not guaranteed. Most teachers in rural schools are overworked. As long as a teacher leaves temporarily, it may lead to teaching failure. "In order to complete the training task, some schools send workers to make up the numbers," said a rural school principal.

The poor flow of teachers between urban and rural areas in some areas has also led to bottlenecks in the growth of rural teachers. A grass-roots educator told reporters that many rural teachers are fixed posts and personnel. After coming to a rural school, if there are no special means and methods, you may have to stay in the countryside for a lifetime. In this way, no teacher is willing to go to the countryside, because mobility has to pay a high price.

The grassroots educators and experts interviewed by the reporter all believe that the major pain points faced by rural teachers are interrelated and mutually causal, and do not exist in isolation. To solve these pain points, we need to make overall consideration and inject new reform impetus into a better future of rural education.