Study On Teaching Conditions Of Elementary Education In Hunan Province

the Party’s Eighteenth Conferrence and the Eighteenth Third Plenary Sessio nputted forward clearly "co-ordinate elementary education and balance allocation ofresources between urban and rural areas to reduce the educational gap between urbanand rural areas and promote the equalization of basic public education services".Improving the weak elementary education running conditions in rural area hasimportant practical significance for the realization of education justice. In recentyears， the government has made a lot of effort to improve the guarantee mechanismof education funds in rural elementary， and also made a series of importanteducational project for rural education school reconstruction. But because that ruralareas are relatively backward in economic and social development， confrontingwith high running cost， poor teaching conditions， a serious shortage of basic livingfacilities， unstable teacher team. Therefore， how to effectively improve theconditions of rural elementary education school remains a long-term arduous task.This paper， based on this historical background， conduct the research on ruralelementary education school running conditions of Hunan which is a typical middlelarge Educational Province， and try to claritify elementary education condition ofHunan rural area and the regional disparity， to find out the existing problems andputs forward a practical scheme，which has theoretical significance the important andrealistic meaning.Firstly， according to the elementary teaching facilities， teachers and theirquality and educational resource per pupils， this paper conduct a regionalcomparison on the elementary runing conditions based on the education statisticaldata. It is shows that Hunan rural areas occupy a certain advantage in the teachingfacilities， full-time teachers in total， remaining the middle and upper levels amongthe country’s rural areas.But the academic level of Hunan rural area educationresources per pupil are at a low level. That means the average education resouces isthe constraints of the balance of regional educational development in china.Secondly， according to the elementary teaching facilities， teachers and theirquality and educational resource per pupils， this paper conduct a comparisonbetween urban and rural areas of Hunan on the elementary runing conditions based onthe education statistical data.Through the comparison on elementary education between urban and rural in Hunan Province found that， it can be seen that，thecountryside is far greater in teaching facilities on aggregate than rural city， but interms of growth， the rural city enjoy far greater expension. Rural teachers are morethan city teachers in total， but the education level was significantly lower than thatof city teachers. In terms of the covering area of primary school and the ratio ofstudents to teachers， Rural shools have a slight edge comparing with urban schools，but average computer in possession and the average collections of books is ondisadvantages obviously. Therefore， the rural school running conditions in studentteaching facilities lag behind the city， and the gap is widening.Thirdly， according to the elementary teaching facilities， teachers and theirquality and educational resource per pupils， we conduct a field investigation ofelementary education teaching conditions in Linli County. The field investigationfound that primary education facilities in Linli county is higher than the average levelof Hunan Province， but lack of the sports facilities， music facilities， healthfacilities， professional teachers， and many schools have no music teacherprofessional.Therefore， to enhance the elementary education running conditions of theHunan province， a pressing matter of the moment is to increase the investment ofrural elementary education; rational allocation of teaching resources in elementaryeducation in rural areas; optimizing the construction of rural elementary educationteachers; reforming the current teaching materials and the examination orientededucation; strengthening the school facilities construction standards of rural primaryand secondary schools. Finally theses practices will leads to shorten the education gapbetween urban and rural areas， and promote the equalization of basic publiceducation services.