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banyuetan commentator ai fumei

due to factors such as the continuous decline in the birth rate, the migration of children to cities with their parents, and the increase in cross-regional population mobility, the number of students in rural schools in my country has continued to decrease, and the phenomenon of "hollowing out" of rural schools has intensified. under this trend, rural schools are facing three major problems: "passively" becoming teacher training bases, teachers' lack of enthusiasm, and declining education quality.

concern 1: rural schools may become teacher training bases.

small-scale rural schools or teaching sites are "small but fully equipped", and cannot be staffed according to the teacher-student ratio, which objectively occupies a large number of staffing resources, resulting in the problem of "overstaffing and shortage of staff". in order to maintain the normal operation of rural schools, local education departments have mostly supplemented the gap through the "special post plan", "three support and one assistance" project, and temporary employment of teachers.

ding yucai, principal of liuquan central school in hongsibao district, wuzhong city, ningxia, said that on the one hand, non-staff members have low incomes and are busy looking for jobs, so they cannot devote themselves to teaching. moreover, these people generally lack teaching experience and need to receive "hands-on" training after arriving at the school. after one or two years of professional ability improvement, they leave again, and this cycle repeats over a long period of time. on the other hand, many young and capable teachers among the staff want to move to the city for family and teaching professional considerations. under the influence of these two factors, rural schools have "passively" become teacher training bases.

concern 2: under an evaluation system that determines the quality of education based on academic performance, the continuous loss of high-quality students and teachers leads to unsatisfactory test scores, which dampens the enthusiasm of rural teachers.

"after much effort, we carefully trained several outstanding students, but they left when the time came for them to achieve results. the loss of outstanding students has a significant impact on the work enthusiasm of rural teachers." a principal who has been teaching in rural areas for more than 30 years said that students with good academic performance and good conduct in the senior grades of rural primary schools are an important group of students who have left. at the same time, because there are too many tasks, little funding, and it is difficult to achieve results, no one in rural areas is willing to be the principal of a small school. "i have a principal of a village primary school who has resigned for four consecutive years. now, if you want teachers to be principals of small schools, you have to do ideological work over and over again," said the principal.

some grassroots educators believe that teaching performance is still an important indicator of school quality, and funding and even training opportunities are allocated around this baton. principals are most afraid that their schools will rank last, so they can only work hard to improve scores, but rural schools are inherently weak, and even if they work hard, the results are often unsatisfactory, which also affects the comprehensive training of students.

a "micro-school" in the mountains

concern three: rural education may become a low-level education that is only for protection.

at the end of last year, banyuetan reported that 486 students from 15 classes in a rural central primary school in a county in the wumeng mountain area took the county-wide unified examination at the end of the semester. the total score for english was 50 points, and the average score of all classes was 20 points. only two classes had an average score of more than 30 points, and 399 students scored below 30 points. the report aroused strong public attention.

this is not an isolated case. a county-level supervisor who has worked in rural schools for many years in the west said that in 2013, the average score of the third-year students in his rural middle school in the chinese language test was 93.6, which was not even among the top eight in the county. but in the past two years, the average score of the county in the chinese language test has failed, and even the sixth-grade chinese language test in primary schools has failed. "the quality of education in rural schools is really worrying."

a reporter from banyuetan found that in some small schools, especially teaching sites, teachers are more likely to play the role of "babysitters", ensuring that children have food to eat and someone to look after them at school. due to the small number of classes, the lack of a learning atmosphere and competitive environment, it is difficult to improve the quality of education and teaching.

in addition, young rural teachers have a weak sense of professional identity. although the enrollment scores of normal majors, including those of publicly funded normal students, are rising year by year, and the competition for teacher recruitment exams is also fierce, compared with the "old people" in the past, some young people now lack the passion for education and regard teaching as a job, lacking the spirit of hard work and study. unlike urban schools with "strong assistance" from parents, family education for rural students is a weak link, and schools and teachers need to "pull more hands and spend more time". in many cases, rural teachers just teach step by step, especially in the face of students' poor test scores and poor study habits. some teachers gradually lose their sense of honor and responsibility, and students are more likely to "break the jar and break it", which ultimately leads to "learning unwillingly and teaching not well".

grassroots educators are worried that due to factors such as urbanization, low birth rates, and the new generation of farmers moving to cities, the proportion of children from disadvantaged groups such as single parents and the disabled in rural schools is high, and there may be signs that rural education will become a guaranteed, low-level education.

how to solve these problems?

first of all, we must improve the evaluation methods, cultivate rural school principals with passion and ideas, and maintain the stability of the teaching staff.

when the basic requirements and goals are met, rural schools should be given space to explore distinctive education; a group of young teachers with rural sentiments and educational ideals should be selected and trained to serve as principals, breaking the unified stereotype and allowing rural schools to present a situation of flourishing. rural compulsory education is not just about cultivating a few koi that can jump over the dragon gate, but about igniting, awakening and improving every ordinary rural child. wang anquan, dean of the school of education at ningxia university, said that the country emphasizes "reducing the burden" in the hope of changing the current situation of over-emphasizing academic performance. for rural children, in addition to learning knowledge in school, they must also develop good living and learning habits and qualities, thereby injecting continuous momentum into future development.

secondly, rural education should have "local characteristics".

how to better integrate with rural society and obtain "localized" support is another key to the high-quality development of rural education. wang anquan said that curriculum resources are not just books. local culture and characteristics are living curriculum resources. book knowledge and rural culture should be organically integrated and presented in teaching to form characteristic education. this requires teachers to change their educational concepts, break through the constraints of traditional teaching models, and reform teaching methods. the teaching ability and level of existing rural teachers make it difficult to promote this cutting-edge teaching method. local governments and universities can learn from the training model of free normal students, adopt the method of order training, and cooperate in the training of general teachers in rural schools.

third, we must rationally plan the “merger” of small-scale schools and teaching points, and increase financial support for small-scale schools.

the gradual concentration of rural education resources is a general trend. local governments should provide reasonable guidance and guarantee services to eliminate the resistance faced by rural schools in the merger and closure. at the same time, they should adopt "customized public transportation" and school buses to solve the problem of students' difficulty in going to and from school caused by the merger and closure of schools. at the same time, fewer students means less funding, which has affected the normal operation of small-scale schools to a certain extent. financial support for improving school conditions and improving teachers' professional capabilities is even more scarce. grassroots schools call for further strengthening of funding guarantees.