| The rural teaching points are incomplete small scale schools, with multiple teaching the main teaching method; this kind of school is established to adapt to the rural area, especially the remote rural areas which have sparse population and housing scattered. At present, the rural teaching points have several typical characteristics which are different from general schools: their location relatively remote; the school scale small; multiple teaching dominant; belonging to some central schools or the complete elementary schools in the administration; incomplete and dependent primary education form. The rural teaching points' production and development have their own inevitability. Its embryonic form might trace the private school in ancient times. Afterward, the village school, the township study and the lower primary school are different forms of teaching points in various historical periods, and they played very important role for the development of our country education. In addition, looking from the international scope, during the preliminary period of educational development in developed countries and developing countries, because of population housing dispersion in general countryside areas, teaching points (small schools) are also the main school form, they promoted and popularized the education. Until now, the small school is still one of important school forms in other countries' rural area.Regarding to our rural education's development, the rural teaching points has the vital significance and functions. Due to the Family Plan policy carried out in our country, as well as the rural population outflow during the urbanization, the school-age quantity of rural population drops, and the rural school scale reduces as well. To a certain extent, the elementary and middle schools-mapping policy makes advantages to centralize schools, enhancing education quality and the scale benefit. But the special geographical and transportation inconvenience as well as the economical backwardness caused by dual economic structure in remote districts, has made it necessary for the lower grade students of remote areas to enter a school nearby, and it was also necessary to retain the rural teaching points. The teaching points make it convenient for students in remote districts to enter a school nearby, and can reduce the cost of school. And also, many teachers of teaching points are conscientious, able to guarantee the teaching quality with the bad school-running situation. Therefore, the teaching points are not only helpful for the students in remote districts to go to school, and also can become one kind of effective teaching organizations, creating conditions for the local students to accept the compulsory education smoothly.But with the elementary and middle schools mapping policy continuing gradually, some teaching points were cancelled blindly to pursue education scale benefit. This brought difficulties to students in remote areas, they have to go to farther school and cost more for school. As to the teaching points, because the rural education resources are relatively limited, when regional resources are centralized to construct center schools, many local educational administraters thought that the teaching points were "low quality", and would be merged sooner or later. In the existing educational finance system, the teaching points are subordinate to its locus center school, its school funds cannot be obtained prompt in time and effectively, the school condition and the teachers' quality are not easy to improve, thus this threatened the quality of teaching immediately. Obviously, the teaching points' situation is very embarrassed: this hindered the students of remote areas to accept the compulsory education smoothly, and counteracted the compulsory education impartiality, also unfavorable to the balanced development of rural compulsory education. So, how should we regard the teaching points' status in the rural schools layout and their development in the future? How to adjust policy in view of the teaching points? How to improve the present situation to promote the compulsory education fair and the balanced development? These questions are worth more attention, and urgent to explain.According to the above logical mentality, the paper are divided into seven chapters: The first chapter introduces this origin ,present founding and significance as well as method of the research; The second chapter carries on the limits to the countryside teaching school, and introduces its quantity, the type and the distributed characteristic; The third chapter presents the background for the teaching points to come into being and develop; The fourth chapter analyses the historical and realistic functions of teaching points ,affirming the positive role the teaching points play to rural education development; The fifth chapter proposes that the teaching points nowadays still face some difficulties and their negative influence; The sixth chapter then analyses the causes and reasons why teaching points are in such difficult position; The seventh chapter focuses on how to strengthen the teaching school construction and suggests some countermeasures. |
