Question 2: Compulsory education is compulsory. Why is there such a high dropout rate, compulsory but not compulsory?
Question 3: What is the calculation method of dropout rate? Refers to the proportion of dropouts to the total number of students. In order to control the dropout rate of students, the state has stipulated the dropout rate, which is also called the dropout control rate.
From 2000 to 20 10, 63 primary schools, 30 teaching points and 3 junior high schools will disappear in rural areas of China every day, and almost every 1 hour, 4 rural schools will disappear.
Blind "merging schools" has brought serious consequences. According to Han Qinglin, chairman of the Rural Education Branch of China Education Association, in the past four years, the national primary school dropout rate has risen sharply. In 2008, the number of dropouts was 633,000, and the dropout rate was 5.99%. In 2009, the number of dropouts was 926,000, and the dropout rate was 8.97%. The number of dropouts in 20 10 was 828,000, with a dropout rate of 8.22‰. 20 1 1 883,000 people dropped out of school.
Why are there such problems after the reform of compulsory education funds guarantee mechanism and free compulsory education? Han Qinglin said that the most influential thing is the substantial merger of primary schools and teaching points. Nine provinces with high dropout rate of 20 10 have low retention rate of teaching points. For example, the dropout rate of 20 10 in Jilin Province is 9.26‰, which is higher than the national average. From 2000 to 20 10, the number of primary schools in the province decreased from 9,435 to 5,837, and the number of teaching points decreased from 2035 to10. Guangxi, * * *, Gansu, Fujian, Ningxia, Liaoning and Inner Mongolia all have similar problems.
What is more serious and dangerous is that the main body of dropping out of school has been transferred from senior grades to primary and secondary school students. From 2007 to 20 10, the number of primary school students dropping out of school was 5 10800, 558600, 542800, 5 18 1000, and the dropout rates were 29 18 and 300, respectively. In other words, in recent years, primary school dropouts are mainly students in the first and second grades of primary school.
Question 4: What are the indicators for the balanced development of compulsory education? Explanation of calculation method of balanced development index of compulsory education. 1. Enrolment rate of primary school-age children = number of primary school-age children enrolled/total population of school-age children × 100% Description: 1, total population of school-age children (school-age population inside and outside the school) and number of primary school-age children enrolled (school-age population) are uniformly compiled by the state. The age of primary school-age children in Guiyang is 6- 1 1 year, and the rest of the cities and counties are currently 7- 12 years old, and gradually transition to 6- 1 1 year. 2. When reporting the enrollment rate of school-age children, the number of school-age children attending primary schools can be explained by subtracting the number of school-age students attending full-time primary schools outside the jurisdiction from the number of school-age students attending full-time primary schools outside the jurisdiction. School-age students studying in the same primary school outside the jurisdiction need to obtain evidence, otherwise they cannot be regarded as school-age students and are included in the number of school-age children enrolled in primary schools. 3. School-age children who have graduated from primary and secondary schools or studied in secondary schools, and school-age children who have studied in primary schools but now drop out of school cannot be counted as the number of school-age children studying in primary schools. Second, the enrollment rate of school-age adolescents in junior high school = the number of school-age adolescents enrolled in junior high school/the total number of school-age adolescents × 100% Description: 1, the total number of school-age adolescents (the school-age population inside and outside the school), And the number of school-age teenagers enrolled in junior high school (school-age population) is compiled by the state in the Statistical Statement of Education (basic synthesis 3 1365433). All the junior high school-age teenagers in Guiyang are 12- 14 years old, and the rest cities and states are currently13-/kloc-0. And gradually transition to 65448 2. When reporting the enrollment rate of school-age teenagers, you can use the number of full-time junior high school students at the same level outside the jurisdiction plus the number of full-time junior high school students at the same level outside the jurisdiction minus the number of full-time junior high school students at the same level outside the jurisdiction to explain the number of school-age teenagers at junior high school. School-age students studying in junior high schools at the same level outside the jurisdiction need to obtain evidence, otherwise they cannot be regarded as school-age students and are included in the number of school-age teenagers enrolled in junior high schools. 3. School-age teenagers who graduated from junior high school or attended high school, and school-age teenagers who have enrolled in junior high school and have dropped out of school can not be counted as the number of school-age teenagers attending junior high school. Three. Enrollment rate of school-age disabled children and adolescents = number of school-age disabled children and adolescents attending primary and secondary schools/total population of school-age disabled children and adolescents-number of disabled children and adolescents × 100% Description: 1, school-age disabled children and adolescents. Except that all districts and counties in Guiyang are 6- 14 years old, the rest of the cities and counties are currently 7- 15 years old people with visual, auditory (language) and intellectual disabilities. The disabled population among school-age disabled children and adolescents only refers to the severely mentally disabled population. 2. School-age disabled children and adolescents, including students in regular classes in primary schools and middle schools within their jurisdiction and students in special education classes and schools, shall be subject to the data reported in the Statistical Statement of Education (Basic Comprehensive 3 15 1) compiled by the state. Students studying in primary and secondary schools outside the jurisdiction need to obtain evidence, otherwise they cannot be recognized as students. IV. Enrollment Rate of Primary School Graduates The number of primary school graduates entering junior high schools in that year/the number of primary school graduates in that year × 100 Description: 1, the number of primary school graduates entering junior high schools in that year: the number of primary school graduates actually entering junior high schools in that year (ordinary junior high schools, vocational junior high schools). 2. The statistics of the enrollment rate of primary school graduates are all based on the data reported in the Education Statistics Report compiled by the state, that is, the number of primary and secondary school graduates enrolled in junior high school (basic comprehensive 3 13 1) and the number of primary school graduates (basic comprehensive 3 12 1). V. Six-year consolidation rate of primary school = total number of primary school graduates/number of students enrolled in the first grade of primary school in this grade × 100% Three-year consolidation rate of junior high school = total number of students enrolled in the first grade of junior high school in this grade × 100 Description: 1. The consolidation rate means that students in primary schools (junior high schools) can continue their studies from the first grade. & gt
Question 5: What are the provisions of the education poverty alleviation policy on the dropout rate of compulsory education? In the teaching process, teachers should clearly put forward and explain the significance and importance of the subject content, and also understand what practical problems can be solved by the knowledge they have learned through life examples, so that they can feel that there is mathematics everywhere in their lives, experience the importance of mathematics learning, and stimulate and cultivate correct learning motivation.
Question 6: What does the four rates of compulsory education mean? Great changes have taken place in education in various regions of China since the reform and opening up 20 years ago. No matter in the eastern, central and western regions (note), all kinds of education at all levels have made great progress than before the reform and opening up. Take the enrollment rate of school-age children as an example. 1By the end of 1997, the net enrollment rate of school-age children reached 98.92% in China, and reached 99.66%, 99.36% and 94.65% in the eastern, central and western regions respectively, which not only greatly improved before the reform and opening up, but also exceeded the average level of developing countries. Even in the * * * autonomous region, where the school-running conditions are very difficult, the enrollment rate of school-age children is close to 80%, which is more than double that before the reform and opening up.
1997 school year, the annual dropout rate of compulsory education in China is 1.0 1% for boys and girls in primary schools and 3. 14% for boys and girls in junior high schools. From the perspective of gender comparison, the dropout rate of girls is lower than that of boys. The dropout rate of primary school girls is 0.92%, and that of junior middle school girls is 2.8 1%. In absolute terms, in the school year of 1997, the number of primary school dropouts and secondary school dropouts were1370,000 and1560,000 respectively. Among them, there are 590,000 girls and 640,000 girls.
From the regional distribution of dropout rate, there are great differences among the eastern region, the central region and the western region. In the primary school stage, the dropout rates in the eastern and central regions were only 0.73% and 0.68% respectively. While the western region is as high as 2.45%. In junior high school, the eastern and central parts are 2.72% and 3.10% respectively; The western region reached 4.48%. The regional difference of female dropout rate is more significant. At the primary school stage, the dropout rate of female students in the eastern and central regions was 0.67% and 0.59% respectively, while that in the western region was 2.38%. In junior high school, the dropout rate of female students in the eastern and central regions is 2.25% and 2.9 1% respectively, while that in the western region is 3.9%. Judging from the situation of various provinces and cities, the three provinces (Shanghai, Fujian and Zhejiang) with negative dropout rate of primary and secondary school students in 1997 all belong to the eastern region, while the provinces with dropout rate higher than 1% are almost all in the western region. The dropout rate of primary and middle school students in Yunnan, Guizhou and Qinghai provinces is even higher than 3%.
Question 7: How does artificial intelligence solve the dropout rate of online education 1)20 16 years? The online education market is12 billion RMB, with a compound annual growth rate of 19%.
2) Analyze online education in the form of three-dimensional coordinates;
X axis is the population (age) axis: mother and baby, preschool, children's foreign languages, primary and secondary schools, university graduate students, vocational examinations, vocational skills, adult foreign languages, interests, integration and others.
Y axis is the axis of business form: tool class, content class and service class.
Z axis is the business model axis: B2B, B2C, B2B2C, C2C, C2B and O2O.
3) From the above three dimensions, this paper discusses the P2P ecology of "everyone is a teacher and everyone is self-taught" in online education.
4) B2C is the main mode of online education entrepreneurship project, and the entrepreneurial trend of focusing on primary and secondary education and vocational skills content+service is obvious.
5) From the perspective of capital, primary and secondary school skills and adult foreign languages are favored by people. According to the survey results of the selected projects in the past six months, primary and secondary schools account for 28%, vocational skills account for 2 1%, and adult foreign languages account for 1 1%.
6) The main factors affecting the changes of online education market are: imbalance of talent structure, employment pressure, education reform, aging, demographic dividend brought by the second child policy, and deepening urbanization.
7) Finally, we must consider the influence of technology on online education in the future: the new human-computer interaction mode, artificial intelligence and game design are reconstructing the learning process and experience.
Question 8: What is the impact of a large number of students dropping out of school? Middle school students' dropping out of school is a prominent problem that restricts the development of the ninth year of general education, and it is also a hot and difficult issue that the whole society is generally concerned about at present. It is the "top priority" of the party and government at all levels and the whole society to seriously study the reasons why middle school students drop out of school and take practical measures to stop dropping out of school according to law, and it is also the unshirkable responsibility of educators.
First, the reasons for middle school students dropping out of school
According to the survey, the annual dropout rate of many middle schools, especially many rural middle schools, exceeds the national standard of 2%, and some even reach 4%. A noteworthy phenomenon is that middle school students drop out of school not only in poor areas, but also in those areas with better economic conditions. It can be said that the phenomenon of middle school students dropping out of school is not only a severe challenge to education, but also a severe challenge to creating a harmonious society and implementing the strategy of sustainable development. If we don't take major measures to stop it, it will not only affect the smooth implementation of the Nine-Year Plan and Higher Education, but also make the achievements of the "two basics" that we have worked hard for decades come to naught, causing immeasurable losses to the improvement of the quality of the whole nation.
There are many reasons why middle school students drop out of school, some of which are comprehensive. To sum up, there are mainly the following five points.
1, family reasons. Family is the first living environment for children, and the main members of the family (parents or guardians) are the first teachers for children to know and improve. The quality of the family environment and the quality of the main family members are very important to children. According to the survey data, 36.25% middle school students dropped out of school for family reasons. First, families do have financial difficulties and are unable to pay the basic expenses for their children to go to school. The main members of the family run around for a living all day, and they have neither the energy to take care of their children nor enough financial resources for their children to go to school. What's more, children are considered as an important pillar of family income, forcing them to drop out of school to help their families work or do business. Second, parents have insufficient cultural background and poor awareness of going to school. They treat their children's growth with their own experiences, so their expectations for children are not high. As soon as they see that their children have no hope of further education or can't become a "home", they force their children to abandon their studies, work in agriculture and do business, and "work early, make money early and accumulate early". Third, single-parent families. Parents are divorced, and children return to empty homes after school every day, lacking two-way life protection and educational help, being withdrawn, having little physical awareness, and being slightly negligent, they wander into the society. Fourth, the feudal consciousness of son preference. The drop-out rate of boys and girls in junior middle schools in rural areas, especially in mountainous areas, is as high as 1: 1.5. In families with many children, when conditions are insufficient, most families give priority to sending boys to school. The fifth is a struggling family. Male and female parents in individual families are in the middle of their careers, busy with their work, failing to devote their due energy to educating their children, and failing to perform and assume their due responsibilities and obligations well. From the single investigation of family reasons, the author learned the reasons why some students took time off and did not finish their homework, which was ironic and deeply sad. For example, "mom and dad worked overtime at night and didn't rest until late, but they didn't remind me in the morning." I thought it was a weekend and delayed going to school. " "Mom and Dad are working overtime again, and there are two problems that can't be finished, and there is no guidance" and so on.
2. Social reasons. First, influenced by the social employment system, the "reading uselessness" has once again risen. Since then, the idea of "being an official if you study hard" and "going to the Longmen for further study and employment" has been deeply rooted in the hearts of the people. With the deepening of the reform, the concept of "further education and employment, the state arranges work" has been broken. In addition, in recent years, in the process of market economy operation, temporary factors such as enterprise bankruptcy, laid-off workers, and individual people with low education level have made the new "useless theory of reading" rise again, causing a large number of students to drop out of school. The second is the influence of social recruitment of child labor. Many enterprises, especially individual and private enterprises, illegally recruit child labor at low prices, which aggravates the loss of students. Thirdly, influenced by the children in the neighborhood dropping out of school, it forms a natural body for students to drop out of school.
3. Administrative reasons. First, the legal publicity is weak. Although the state has promulgated the education law, compulsory education law and the law on the protection of minors, due to the lack of in-depth and lasting publicity, many people's concepts of educational legal system and compulsory "Ninth Five-Year Plan" are still very weak. Second, law enforcement measures are weak. In some places, stopping students from dropping out of school is not regarded as an important act, and there is a lack of compulsory measures for parents or guardians of students who drop out of school. After the school failed to mobilize dropouts many times, there was nothing to do. Third, the supporting construction is weak. Only pay attention to the construction of teaching, not to the construction of life, especially the student dormitory. Some students drop out of school because of the long radius day after day and the poor environment day after day, and their safety is not guaranteed.
4. School reasons. Almost all ... >>