Defects of New Rural Education 10, Defects of New Rural Education

Compulsory education has been in place for many years, but there are many worrying drawbacks in its implementation. These drawbacks will seriously affect the development of rural education. These drawbacks are mainly manifested in the following aspects

First, there is a serious shortage of funds for teaching in rural primary and secondary schools. Although the state's investment in education accounts for more than 4 percent of the national economic revenue, it lacks effective supervision over the allocation and use of funds. It has seriously led to the uneven distribution of educational resources.

There are many remote rural primary schools with poor buildings and extremely simple teaching facilities, and most schools are still a stick of chalk and a blackboard; due to the teaching environment, it is extremely difficult for the teachers in these schools to be stable, and most of the capable teachers are assigned to these schools, either applying for transfer or changing careers. Most of the teachers who can persevere are elderly teachers.

Second, compulsory education and quality education should be proposed at the same time. But due to the existence of the "baton" of the college entrance examination. Many supervisors only pay attention to grades, and the evaluation and evaluation of teachers are based on grades.

Teachers with poor teaching performance have tried every means to educate and implement household distribution, resulting in many schools and many teachers giving up pictures, sounds, and sports. Even if there is, it is only to cope with the inspection. Today's campuses, in order to compete for teaching resources, no longer make books loud and singing loudly.

Third, the salaries of rural teachers are meager. Life as a teacher is difficult. Although the national and provincial governments have tried every means to increase teachers' salaries.

However, many localities** have suspended many welfare benefits for financial reasons. In the same province and different regions, the salary of teachers is simply a world of difference. Even within the same region, there is a world of difference.

Most of these teachers received more than 1,000 yuan, and their families counted firewood, rice, oil, and salt. Then it became a moonlight clan, and every time the price was **, other teachers could get a large increase. But what about these rural teachers?

I can't be happy, because the price subsidy they get can never keep up with the price range. These teachers are only half-farming for their livelihoods. These teachers can only sigh at the wrong behavior.

How do you teach?

Fourth, many rural children are left-behind children, and there is a lack of family guidance and supervision for their studies. These children are in the same place in the absence of counseling.

There are still certain psychological defects, and due to the lack of communication with their parents, they will be more rebellious than other children. This has put unprecedented pressure on rural teachers.

Fifth, there are more and more campus safety incidents. Mainly because more and more people who are dissatisfied with society are looking for schools to vent their anger. This also puts a certain amount of pressure on teachers.

And as the pressure increases, to a greater extent, teachers feel that the job of teaching is more worthwhile. Therefore, many supervisors and leaders will always strengthen political and ideological education for teachers, and all work outside the school is pressed down in the form of political tasks.

Sixth, there are now college students all over the streets, and many theoretical college students are difficult to find jobs, and it is not as easy to find a job after graduation as a technical school student, and the salary is not as high as that of a technical school student. Therefore, many people think that if a college student is read in a rural area, it is a poor family. Therefore, students are not highly motivated to learn, which is obviously more difficult for teachers.

Students do not have a strong sense of learning.

There is a lack of good teachers. The people's consciousness is not high.

The problems existing in rural education include serious brain drain, outdated teaching concepts, shortage of students, and relatively simple structure.

First, the learning atmosphere is weak, etc. Hitchhiker

1. Serious brain drain.

Living and teaching conditions in rural areas are relatively difficult, with low wages and limited development prospects. Therefore, in addition to policy allocation, it is difficult to attract outstanding talents to teach in rural primary schools, and most normal students do not choose to return to rural areas to teach after graduating from university. Young local teachers are also reluctant to be recruited into rural schools, making it difficult to retain them.

2. The teaching concept is outdated.

In rural primary schools, the traditional idea of "meritocracy" still occupies a dominant position, because teachers pay more attention to the education and cultivation of students' academic performance, thus ignoring the development of students' potential and the improvement of their comprehensive quality.

Due to the influence of the traditional concept of education, teachers often overemphasize their own dominance and ignore students' independent learning ability, resulting in students over-relying on teachers and school-based teaching materials in the learning process, and their thinking mode is greatly constrained, making it difficult to carry out effective quality education.

3. There is a shortage of students, and the structure is relatively simple.

In school education activities, students are the objects of education and are necessary conditions to ensure the smooth development of teaching activities. However, due to factors such as family planning and the "hollowing out of rural areas," there are fewer and fewer students in rural primary schools, and there is a serious shortage of students.

At present, the vast majority of students in rural primary schools are left-behind children whose parents work outside the home all year round and live with their grandparents. Due to the lack of family education and other factors, these special students have great problems in personality, habits and learning. This has made it more difficult to manage primary education in rural areas.

4. The learning atmosphere is weak.

Parents of rural students work hard during the day or are busy with farming, and at night they are busy with housework and other trivial chores, and they have no awareness of active learning, unable to create an atmosphere of home learning for their children, and even think that education is only what schools should do, and push the responsibility of educating children to schools and teachers. This situation of "having support but not education" is widespread in rural families.

The lack of home learning atmosphere is an important reason for students' low enthusiasm for learning, and it is also the direct reason why the learning ability of rural students is lower than that of urban students.

In the education of rural schools, there will be some problems in which the higher authorities give blind command, the principal will take care of the construction, the director will deal with the inspection, and the teacher will help the poor. Education depends on corporal punishment. We have a school with less than 300 students, 17 teaching staff, 1 secretary, 2 principals, 5 directors, and 6 class teachers.

This is the fifth and sixth graders taking exams, seeing how the students hold the pen, the students' sitting postures. Half of our village schools are closed. In terms of school conditions, it is much better than the original, adobe classrooms and dormitories have been replaced with brick and wood structure houses, and some village-level primary schools in the town have also built teaching buildings, and the school has a new look, with students single and single tables, and the school has computer teaching, <>

There is a big difference between rural education and the city, teaching equipment, teacher qualifications, education funds and other aspects can not keep up with the city, now the rural family only plays a little relationship, the capable children choose to fill in the city to study, there is a rural school, the source of students flow to the city, the number of students is less and less. 1. The state's funding and support for rural schools has become a special income for village cadres and individual school leaders, and the money cannot be used for running schools at all, and there is no reward system for teachers' hard work.

The first problem is the serious loss of students in rural schools. Rural people are paying more and more attention to education, and parents want their children to go to better schools. The hardware and software of urban schools are better than those in rural areas, so parents are more willing to send their students to urban schools.

At present, there is a phenomenon that high-quality students in the county will run to the famous schools in the city; High-quality students in the township will run to the famous schools in the county, and the students who stay in the township are not only left-behind students, but also students whose families do not attach great importance to education. As a result, the vast majority of prestigious schools have large class sizes, and many rural schools have a serious shortage of students.

I feel that there are two problems with education: one is the uselessness of reading, and the other is that teachers are under too much pressure. The reason why there is a theory that reading is useless is because after decades of reform and opening up, the city has been saturated with talents, and the city can no longer accommodate more college students.

The conspicuous problems of rural education are that the orientation of rural education is inaccurate, the rural teachers are relatively poor, and the centralized operation of schools is one-size-fits-all.

1. The positioning of rural education is inaccurate.

The biggest problem in rural education at present is the misalignment of educational goals. For a long time, rural education has "cloned" the model of urban general education, which is far from the actual situation in rural areas.

2. The strength of rural teachers is relatively poor.

Due to the lack of funds for rural education and the relative backwardness of the economy, the salaries of rural teachers are relatively low, and their remuneration is not guaranteed, making it difficult for outstanding teachers and young teachers to work in the rural areas for a long time, especially in the remote mountainous areas where teachers are in urgent need.

3. Centralized school running cannot be one-size-fits-all.

As the number of students decreased, schools were merged. In some townships and townships, there are only one or a few primary schools and a middle school in more than a dozen villages, while junior high schools are no longer available in some townships.

Countermeasures to solve the problem of rural education:

1. Raise awareness and get out of misunderstandings.

Rural education is the focus of China's education, and the people at all levels must raise their awareness, consolidate their responsibilities, and do a solid job in rural education in their own regions. At the same time, it is necessary to create conditions to guide parents to get out of misunderstandings, and to deeply understand that rural schools not only train qualified new students for the higher-level schools, but more importantly, they should cultivate new farmers who can meet the needs of rural development in the future.

2. Increase the investment in education funds, and raise funds from various sources in the society.

Ensuring the investment of funds for rural education is the fundamental guarantee for the comprehensive reform of rural education, and if this work is not done well, it will be difficult for rural education to make significant progress. It is necessary to establish a rational mechanism for guaranteeing the investment of funds for compulsory education in rural areas.