Primary And Secondary Cost-benefit Analysis Of Classroom Teaching At Underdeveloped Areas Of Rural

At present, the less developed areas of rural primary and secondary level and quality of classroom teaching resource constraints facing the development of rela-tively backward technology and equipment bottlenecks. How to break the traditional classroom teaching, classroom teaching to achieve new development in under-developed rural areas become the focus of primary and secondary education.Paper is based on the basic principles of educational management, as well as the basic principles of economics, using cost-benefit analysis, combined with survey method and statistical analysis and other research methods, from the less developed areas of rural primary and middle schools in Jiangxi Province, select two secondary schools, A and B Primary School As this study a sample of schools, through practical research on the two samples of costs and benefits of teaching in schools to conduct empirical analysis, from which summed up problems:1, classroom teaching low-cost inputs, from the benefits of classroom teaching is also low; 2, put the cost of class room teaching is too high;The classroom is relatively low real return; 3, in order to obtain higher earnings classroom teaching to pay a higher price for the cost of inputs, namely, low cost-benefit ratio of classroom teaching. This paper seeks, both sub-jective and objective analysis of classroom teaching in rural primary and middle schools in the root causes of problems, and on this basis propose countermeasures.In this article start with the basic theory of classroom instruction, combined with a comprehensive analysis of economic theory, in this theory, based on actual survey conducted on a sample schools in an attempt to establish a set of cost-benefit to evaluate the status of teaching evaluation index system, and applied to teaching Practice for this latter study was made coping strategies to provide a basis and opportunity. This is the basic research ideas from theory to practice and then to theory, the end to guide the teaching practice.Of course, as the research questions the theory subjects covered by the breadth and depth of the problem at home and abroad based on this research at an early stage, especially the classroom model of evaluation index system there is no in-depth studies and findings, so this is just to do a theoretical Preliminary Probe, more conclusions to be further argued. However, to change the traditional teaching evaluation index system, to re-examine teaching in rural primary and secondary schools, based on the reality of rural education and teaching, building an intensive classroom-style teaching model to raise the overall standard of teaching in primary and secondary education in rural areas the quality will always be our mission and responsibility is incumbent upon the times.