The Educational Ideals Of Rural Schools In The Process Of Modernization Keep Watch

As a cultural resource,vernacular culture grows in the native soil,in the village and in the life of the people living in this land,and has gradually evolved its own characteristics and connotation over thousands of years,presenting a unique cultural charm,and rooted in the heart of everyone in the village.Besides,schools undertake the duty of culture evolution and inheritance,which is related and relied with the culture in that region.Therefore,vernacular culture is very important for the development of rural schools,which not only means that the inheritance of vernacular culture is attached importance to in rural schools,but more importantly,it should be noted that vernacular culture exists as an important intrinsic value in rural school education.However,along with the modernization process marked with industrialization and urbanization,the city has become the main force in modernization,with rural areas following behind,giving rise to the dramatic separation and difference between urban and rural development,thus making the rural areas a more concept of region and economy and leaving the culturally rural areas fragmented.Rural education parallels with the pace of urban education,but in rejection of the endogenous driving force that might push the development of rural education.In this transition period,the internal cultural environment,teachers and students will also present a state of disorientation.Thus,in the process of implementing the new educational concept and development model,schools also need to explore their own development path.Illustrated by the case of Primary School L in Avenue B,Qingdao City,in this study,field work is adopted as the main survey methods,with in-depth work in Avenue B and inside Primary School L.The survey shows that in the process of modernization,rural schools have significantly improved in terms of managerial standard relevant to education content and education form,compared with the past,but still fail to completely bring liberation of thought and action to the educators and the educated,instead they bring some new problems.How to avoid the rigid transplantation of modernization and to effectively base on the vernacular culture remains a problem faced by rural schools in education.This paper mainly consists of six sections.The first section presents the area where Primary School L is located – Avenue B,in the process of modernization,managing the historical process and cultural context in the area.The second section shows a panoramic overview of Primary School L in the process of modernization.The third section mainly analyzes two different groups of teachers in Primary School L,and illustrates the contradictory relationship relevant in the form of individual cases.The fourth section makes analysis on the typical students in Primary School L,again in the form of individual cases,and discusses the corresponding problems.The fifth section introduces the specific situation of the rural school-based curriculum developed and implemented by Primary School L,exploring the construction of educational ideal of "local modernity".So as to trigger the reflection on rural education and better accelerate the development of rural education in the new era,to realize the educational purpose of educating students.