Research On The Implementation Effect Of Group-school Running In County Area

With the advancement of urbanization,China's demographic structure has changed tremendously,and the problem of unbalanced compulsory education has become increasingly prominent.This contradiction is mainly reflected in the imbalance of urban and rural compulsory education in the county.In order to solve this problem,local governments implemented the "the Compulsory School Merger Program" policy in the 1990s,hoping to solve the imbalance between urban and rural education by concentrating educational resources.However,more than a decade of practice has proved that there are many problems in "the Compulsory School Merger Program".It not only fails to completely solve the problem of educational imbalance,but also stimulates the contradiction between urban and rural compulsory education to a certain extent.In recent years,the government has embarked on a new round of education reform.Grouped school-running is a representative reform method that has emerged in recent years.Quality schools and weak schools form an "education group",which borrows the rich experience and brand effect of high-quality schools to help the weak schools develop rapidly,thus achieving the goal of promoting the balance of compulsory education.Why did you choose this mode?How is its current implementation?Have you achieved the expected goals?Can the future effectively alleviate or even resolve the issue of compulsory education balance?Will it hide hidden dangers like the "the Compulsory School Merger Program" policy?How to improve the policy and improve the system?These are all issues that need to be considered in the implementation of group-based schools in the county.This study mainly uses qualitative research paradigm,supplemented by partial quantification method,and conducts in-depth field investigations as the main research object in C County of Hubei Province.By observing the development status of high-quality schools and weak rural schools in different urban education groups,we use the analysis framework of stakeholder theory to analyze the changes of attitudes of different interest groups in policy implementation,from the aspects of school construction,teacher training,and student education.The status quo,reasons and problems of the implementation of grouped school-running.Based on these achievements,combined with the actual development of the local area,the government proposes policy recommendations for rural weak schools,urban quality schools,and governments as policy implementers.The main body of the thesis is divided into five chapters.The first chapter mainly discusses the origin of the research questions,and through the review of relevant literature and policy texts,combined with relevant theoretical foundations,determines the research ideas and methods,and forms the basic theoretical framework of the thesis.The second chapter combines the existing literature content and research results,and summarizes the basic characteristics and implementation status of C County grouped school-running.The third chapter analyzes the internal and external factors of local education reform,and analyzes the reasons why C County adopts the reform mode of grouped school-running from the perspectives of history,geography and humanities,and sorts out the policy evolution process before the C county group-run school.The fourth chapter uses the simple before and after analysis to study the implementation effect of grouped school-running.By analyzing the changes of the stakeholders such as schools,teachers and students before and after the group school,the achievements and problems of grouped school-running in the county are reviewed.In the fifth chapter,based on the main framework of stakeholder theory,the interests of different stakeholders are analyzed,the implementation methods and distribution results are analyzed,and the results of group-run schools are summed up.Development has played a positive role,realized the maximization of public interest distribution,and promoted the balance of compulsory education,but the influence of policy has now reached the bottleneck,which requires the government and the group to actively adjust and improve.Finally,the paper puts forward some suggestions for grouped school-running policy in the county,including:in the education group,rural schools to identify their own positioning,play a subjective initiative,actively mobilize the surrounding resources to develop school characteristics;school schools should relax on rural schools Restrictions,increase exchanges of input at the faculty level.For the government,it is not a long-term solution to spread the pressure of developing rural schools to urban schools.Efforts should be made to solve the problem of teacher establishment and to strengthen family education.