Survey On The Rural Junior High School Day Students

In2006, Sichuan Provincial Department of Education published Eight Provision on Implementation of Quality Education of Compulsory Schools in Sichuan. The third provision goes’No classes on holidays, except the boarders, no individual study organized by schools’. In order to facilitate the teaching and the day-to-day management, schools divided the junior high school students into boarders and externs. While the boarders’timetable and activities basically unchanged, the externs’school activities changed a lot. There are no more individual studies, morning exercises and the sports activities in the afternoon. After several years of practice, the overall quality of the externs are significantly lower than that of the boarders. Since both the boarders and externs have the same teachers, classroom activities and arrangements, so the reason for the difference is only outside the classroom teaching. For the boarders, outside the class, they still have teachers’and life instructor’counseling, but the externs will take autonomous arrangement and get counseling from their parents instead. So during the time, what are the externs doing? What’s in their mind? What are the parents want their kids to do? How do they counseling? What measures can schools take? These are the specific issues this article is going to explore. Our ultimate goal is to guide the rural junior high school externs to carry out a healthy and active campus life, reduced until eliminated their generally gap with the boarders.This thesis consists of four parts:the first chapter is the introduction. It clarified the background of the raised issues, the purpose of the study, the definition of the core concepts and summarized existing researches. On this basis, we selected the ideas and methods of the study, including interviews and survey selection, the interview outlines and the design of the questionnaire, interview data compilation, questionnaire distribution and recovery. Chapter2surveyed rural junior high school externs off-campus living status quo. First of all, the family upbringing situation, including the specific fosterer’s identity, age, education level, the main types of work, and the children homework supervision situation. Secondly, the situation of learning at home for the externs, including labor, literature, arts, sports, science and technology activities, and leisure activities. Each finding is shown in chart form. Chapter3surveyed the expectations of parents and externs. For students, their expectations are mainly on the amount of homework evaluation, the lack of perception and the hope of the parents and school. For the parents, they cares for the rank of children’s development in moral, intellectual and physical. What’s more, they also worry about children’s prevention and look forward to the schools’measures. Chapter4is based on the chapter2and chapter3, from the point of view of parents and schools analyzed how to guide and support the externs to develop a healthy and positive off-campus life, then, give them a few additional recommendations. This chapter is the concluding part and the core part of this article.Three types of rural junior high school from the Dazhu county were selected as research models. The findings and conclusions may provide new ideas for the management of rural junior school in East Sichuan. Furthermore, provide the basis and reference for the school to improve their management after the placement.