Analysis Of The Factors Affecting The Qualityof Compulsory Education In Minority Areas

In recent years,the party and the government have given priority to "compensation for vulnerable group " in minority areas.Public education resources have been more inclined to minority areas,and various people's livelihood projects are in full swing,especially education.With the implementation of vigorous and supportive policies,and to take targeted measures in poverty alleviation,the hardware facilities,the conditions for running schools,financial input and teachers' strength of primary and secondary schools have been greatly improved in minority areas.However,the quality of compulsory education has not been improved,in-tech "educational economic conditions" increased,and minority people's demands of "quality education" have not been satisfied.Then,what is the cause of this situation,whether we should attribute the problem to school,or does our school education ignore the social soil on which it depends,in other words,whether the quality of compulsory education was subject to social constraints,and it What is the root of academic reason? The purpose of this study is to discuss what affecting the quality of compulsory education in minority areas from the perspectives of schools and society.That is to say,how schools' internal and external factors interact to affect the quality of compulsory education.The focus of this study is exploring the factors from society,school education itself,and the relationship between other forms of education.This study mainly adopts field research methods,supplemented by literature analysis and interviews.The field investigation method mainly selected the Muli Tibetan Autonomous County of Liangshan Yi Autonomous Prefecture in Sichuan Province,observation and visit surveys was mainly used.It collected and summarized the education development situation and the quality of compulsory education in Muli County,and went deep into villagers' homes and temples.Explored the relationship between school education and society.The literature analysis mainly aims at combing and analyzing the quality of compulsory education in minority areas,and provided data and material support for this research to better solve the core issues of this paper.The interviews were mainly conducted by local education administrators,school administrators,teachers,students,parents,and temples.The interviews focused on the minority people's appeals of the education,their attitude toward education,and their satisfaction with the current school education.These interview content to help fully understand the factors that affect the quality of compulsory education in minority areas.Based on the above ideas,through field visits to Muli County,it was discovered that there are many practical problems in the compulsory education in Muli,both in terms of quantity and quality.Various dropouts and recessive dropouts still exist.Students' academic achievement is generally biased.School enrollment rate is low.The enthusiasm and attitude of the national masses to receive education are relatively negative.In addition,the strong intervention in the mainstream culture of modern school education has weakened the national culture,and the inheritance of minority culture is facing crisis.The quality of compulsory education is very common and prominent in minority areas.The reason is mainly reflected in the following four points: first,the backward production mode,the self-sufficient small-scale peasant economy,and the family's distressed living conditions make it urgent for the residents to increase their income and raise their material standards of living in minority areas.The pragmatic,utilitarian,short-term needs of the people,and the long-term,unstable,and indirect nature of the benefits that can be brought about by education investment have formed a sharp contrast,and they have suspicions and even denials of accepting compulsory education.Second,the various nationalities are characterized by large populations,small populations,and mixed living quarters in our country.The traditional cultures of different minority groups are mutually integrated and independent.The culture rooted in the daily production and life always consciously or unconsciously determines the value orientation,mode of thinking,and behavior of the minority minorities,thereby fostering a certain national character.The minority languages,characters,customs,customs and religious beliefs directly affect the national people's educational outlook,educational attitude,and value choices of education.Third,various institutionalized modes and processes of school education tend to “mainstream culture” and “urbanization.” School education fails to meet the needs of social development in minority areas,fails to meet the actual education needs of the national masses,and fails to take care of each students with the minority cultural background has led to the bad results of students dropping out of school,truancy,tired of learning and low academic achievement.Fourth,the impact of other forms of education on the quality of compulsory education.There are a large number of social educations in the real life of the people in minority areas,such as certain special ceremonies,Buddhist temple education,festival celebrations,etc.These social education forms have played an active role,but it has gradually been dissolved and weakened along with changes in the social and cultural structure.This has led to the growth of minority individual members to break away from the continuation of the production and lifestyle of generations.However,it cannot be ignored that the traditional education form has some negative influences that it cannot avoid.For example,the traditional Buddhist temple education and religious activities in minority areas have affected parents' educational concepts and students' learning concepts.In addition,the outflow of young and middle-aged labor force resulted in the lack of parental education,increased inter-generational support,the problem of left-behind children is very prominent,the elderly can't speak Chinese,home-school connections can't be discussed.To a certain extent,it also affects the student's willingness to learn,academic performance,learning status and learning confidence.The above four factors influence and contain each other,which together restricts the improvement of the quality of compulsory education in minority areas,and thus creates the seriousness and urgency of the quality of compulsory education in minority areas.