| Supporting education in Xinjiang was an important part in aiding Xinjiang and a major strategic measures take by the Central Committee of the Communist Party of China under the new situation where China’s building a comprehensive well-off society entered a critical period and the development and stability of Xinjiang faced great opportunities and challenges.In December 2010,the author was selected as one of the seventh batch of Yuanjiang teachers by the Jiangsu Province,and then taught and lived in Xinjiang Production and Construction Corps No.7 Division Senior Middle school for a year and a half.As Yuanjiang teachers after the state launched a comprehensive policy of Yuanjiang,how did we carry out the work and face interpersonal problems while there are concerns about the safety,life rhythm and pressure?By aiding in Xinjiang in person,I refined Yuanjiang volunteer experience,and also witnessed the implementation of education aid policy being adjusted and continuously improved.After Yuanjiang,I often think:as implementers of the policy of Supporting education in Xinjiang,how can we join to bring greater development to Xinjiang?What support has the state given to Xinjiang on earth?And this leads to the needs to study the western development theory and the theory of supporting education in Xinjiang from a policy actor’s perspective.This thesis is divided into seven parts,the main contents of each part are as follows:The introduction part explains the origin of the study,significance,then summarizes and reviews the relevant research results and literatures,and finally introduces the research methods and innovations.The first chapter is to sort out the beginning and development of supporting education in Xinjiang policy.The first part reviews the background of education aid policy,including the proposition of "the great western development strategy",the traceability of Yuanjiang policy and the overview of national education aid policy in Xinjiang.Then it analyses the course of Jiangsu Yuanjiang policy,and introduces a new round of Jiangsu counterpart support in Xinjiang.Finally it sorts out the general situation of educational aid in Xinjiang from Jiangsu,including the achievements we have made and something about recipient,and the recipient unit.The second chapter to the fifth chapter mainly introduces the teachers’ experiences in the practice of Yuanjiang policy,including how to deal with the problems of education and thoughts about Yuanjiang policy.The second chapter is about How uneasy I was in Xinjiang,the author describes how she managed to become a teacher to aid in Xinjiang.After a short-term training,she rushed to Xinjiang,where the post handover didn’t go well.So the author.put forward that the education aid policy is kind but slightly cold.The third chapter is about the lonely adaptation,and tells "From inside" teachers’ basic necessities of life,and the hard life in the early time of aiding in Xinjiang.Far in an alien land,we suffered accepted the baptism of party organization in silence.After that,the author Thought education aid border policy execution was well organized but lacked training.Chapter four is about self precipitation,and introduces how the Yuanjiang teachers adjusted their attitude and took their responsibility.By integrating in to others actively,abiding by the mission and getting multi support,we work with teachers and students from the recipient heart to heart and feel the joy after paying and cultivating.Finally it suddenly dawned on the author that when carrying out Supporting education in Xinjiang policy,even if the job maybe "not suitable",we should also treat it "heart to heart".The fifth chapter is about the harvest.It tells that Yuanjiang teachers not only harvested gratifying achievements in teaching but received high praise of leaders,teachers and students of the recipient party.Meanwhile,The author expressed her excitement of realizing her dream of aiding in Xinjiang and found the friendship infinite.Finally she puts forward the views that education aid border policy execution should be both rational and perceptual.The sixth chapter is about the conclusion and reflection.This part combines the questionnaire and interviews,the author thinks that the problems in her experience are related to the operation of supporting education in Xinjiang policy,and analyzes the characteristics of supporting education in Xinjiang policies and implementation issues.At last the author gives some advice on supporting education in Xinjiang policy and the implementation of the recommendations,rising to "constructing the theory of temperature of education aid border policy",such as before Yuanjiang,strengthening policy advocacy,Yuanjiang training and improving the resilience of the teachers;during Yuanjiang,caring and encouraging Yuanjiang teachers to avoid alone,and carrying forward the heritage;after Yuanjiang,implementing teacher’s Title Evaluation and engagement,job promotion and enhancing Yuanjiang teachers,sense of achievement. |
