Research On Scholastic Quality Of Rural Area Primary School Pupils In Yunnan Province

Due to natural and geographical conditions, historical development, economiclevel and other reasons, the rural basic education in the minority areas of our countryis far behind the town and other developed areas, education development is generallyretardant, seriously restrict the economic and cultural construction and the socialdevelopment of these areas. Agricultural population (especially the poor mountainousareas) are more in Yunnan，slow development of rural education is an important issuethat affect the educational enterprise in Yunnan. The scholastic quality is the corecontent of the educational quality. This paper focus on the scholastic quality, trying tobe more specifically and comprehensively grasp the facing issue of rural basiceducation in Yunnan. This study applies the method of educational anthropologicalfieldwork and participant observation, taking the rural primary school in Guantun,Yaoan, Chuxiong Yi Nationality Autonomous as an example, concerned about theethnic and cultural background of Yunnan education. Using the “Knowledge andSkills”,“Process and Methods”,“Emotion, Attitude and Values”, so called“three-dimensional target” ideas, and the related theory of Educational Anthropologyas the based theory to explain and analyze the factors that affect student’s scholasticquality in this area, to promote the rural basic education of Yunnan to develop fasterand better.The thesis consists of five parts: the first part is prolegomenon, which mainlyintroduces the background, clarifies the purpose and significance of the study, carriesout on the existing research literature review and defines the related concepts,determines the research ideas and the research design of this study. First chapter,author investigates the natural and geographical environment, population distribution,the development and status of history, economy and lifestyle, customs of the ethniccomposition, school education and other background informations which is closelyrelated to the study. Guantun is an impoverished and a mountainous area. It is atypical case of Yunnan rural basic education. In Chapter Second, using the“three-dimensional target” ideas, in-depth description on the status of the elementary student’s scholastic quality of Guantun, the survey found that the pupils exhibit a lowlevel in scholastic quality, mainly include low student achievement, learning ability isnot strong, negative classroom performance, lack of interest in learning, learningmotivation is insufficient. The third chapter, it employs the related theory ofEducational Anthropology, the author explains and analyzes the major influencingfactors for the scholastic quality in Guantun, including the confine of school boardingmanagement mechanisms and teaching conditions, lack of family education capital,lack of community cultural dynamics, minority students themselves and other factors.Chapter four, at the end of the study, expands the perspective to the entire ethnicminority rural area in Yunnan Province. It puts forward some suggestions fromspeeding up rural economic construction, developing multicultural education inheritnational culture to strengthen boarding management, construct the teaching staff andso on, to improve the scholastic quality of the fundamental education in this areaswhich is ethnic, remote, rural and poor. Finally, the author takes the “quality-orientededucation” and the “three-dimensional target” as the theoretical basis, reference forthe existing primary and secondary school scholastic quality assessment system, inview of the particularity of minority in rural areas, designing a frame model forstudent’s scholastic quality evaluation standard system of the ethnic minority ruralbasic education. This system pays attention to the social and cultural background ofthe ethnic minorities, focuses on the harmonization of “Knowledge and Skills”,“Process and Methods”,“Emotion, Attitude and Values”, hoping to guide andpromote the rural basic education work of Yunnan.