Study On The Marginalized Plight Of Teachers In Rural Small Schools

With the implementation of Family plan policy, the development of rural urbanization, and the increasing outflow of children who are taken by migrant workers, China’s rural population gradually reduce, school-age children in rural areas is greatly reduced. In order to optimize education resources, improve education quality, rural primary and secondary schools in China came into school layout adjustment in the late1990s.The implementation carried out more than ten years, the rural compulsory education appeared the phenomenon of large amount and empty school. The school layout adjustment policy stopped by government in September2012, however, how to develop for the small schools and teaching points surviving from the policy is becoming greatly social issue. Study the teachers who are the only productive elements for small school s is an valuable and significant research.How about the status of the allocation of teachers in small schools? What pressures are they faced with? What demands do they hide in heart? How to make the national teacher allocation policy more efficient? Based on the consideration of the problem above, this paper sets a small school "A" as a case, then to investigate teachers’ marginalized situation and analyze the causes, examine the teachers’development problems from different angles, and tries to find reasonable and effective strategies to change teachers’marginalized plight, only to promote the survival and development of small schools and teachers. The paper consists of five chapters:The first chapter is the introduction, mainly including the original problems, the research significance, the theoretical basis and literature review; The second chapter mainly elaborates the research design and case background, and the case background mainly introduces the county and village geographical population, economy and the development of education and the basic situation of school A; The third chapter shows the small school teachers marginalized situation truly and comprehensively from four aspects:the teachers structure, teacher’s daily life, marginalized groups of students management and teachers’ professional development; The fourth chapter analyzes causes of small schools teachers marginalized plight from educational finance and educational policy; The fifth chapter tries to put forward basic principles and make measures to solve the teachers marginalized plight in small schools.