| As a result,many educational resources need to be reorganized,and in order to fit the new curriculum teaching concept,new educational resources,such as teachers,need to be introduced,and the teaching staff need to be reshaped to match the current teaching content.Under the social background of the reform of the basic education management system and the sharp decline of the rural population,the Chinese education system has put forward the"withdrawal and correction"’s strategy in order to alleviate the"low center of gravity"of the rural education.At the end of last century and the beginning of this century,it consists of the correction of receiving one to five-year primary-level education at the teaching point or the district school to accept the education instruction of the complete primary stage.In the last thirty years of 20thcentury,there were few primary schools that consists one to five grades,that is,different grades were in different districts or it depended.In this respect,from the"Exiting and consolidating"point of view,through system analysis,field surveys and case studies,we can see:The rural primary school in the less-developed region is affected by two external factors,namely,the benefit of the dual education policy of the urban and rural areas,the imperfection of the educational precision and the poverty alleviation mechanism,and the effect of the three internal factors,that is,the teacher’s distribution mechanism is not perfect,and the school management lacks the rigid and"Non-local"local courses.The disparity between urban and rural dual education system in the policy inclination,the teacher’s strength and the educational resources is too large.In the urban education system,the policy support is great,the teacher’s salary and the welfare are good,the attraction of the outstanding teachers is large,and the loss of the outstanding teachers in the countryside and the loss of the young teachers have been long and long.There is not much further education in rural schools opportunities and the development of hopeless teachers tend to produce job burnout and negative emotions,and the loss of enthusiasm in the teaching of education has led to a decline in the level of rural teaching,especially in students’results.In the case of unsatisfactory results,the management departments such as the Bureau of Education will also reduce the investment and policy support for rural education,so as to form an adverse cycle for a long time,and the rural education is in a difficult position.After the withdrawal of schools,there are obvious differences in the allocation of educational resources between schools.The investment of financial and material resources is"small in quantity but low in efficiency",and the distribution of teachers is"large in quantity but low in quality".Therefore,education in backward rural areas needs to be paid special attention to.The education system has been damaged,conflicts between primary and secondary school teachers have been frequent,the burden of poor primary school students has increased sharply,and the social and cultural network has been seriously injured,further increasing the stratification of the local society.In this regard,it is based on the principle of giving priority to fairness and efficiency.Based on the principles of management and economy,from the policy interests,teacher distribution mechanism,school internal management,curriculum construction and so on.In order to improve the quality of rural primary education in backward areas,this paper puts forward some corresponding improvement strategies from two aspects:establishment and education poverty alleviation.In order to promote the balance of education and ensure the fairness of education.Here,based on Shandong C County,but also based on the author’s own work reality,from five parts,three levels to analyze the problem,and then from five angles to solve the problem.The first part is from the domestic and foreign research status,background,theoretical basis and other aspects,to consult the literature,grasp the data,for the full text of the study to provide theoretical basis,improve the scientific nature of the study,feasibility and credibility.The second part analyzes the resource allocation dilemma of"withdraw point and school"from three levels of manpower,material resources and financial resources,and the third part of the macro-level of the second part of education,and continues to refine the problems caused by the allocation of resources in the underdeveloped areas in the era of withdrawal and merger.They will be discussed,including"damaged high-confidence relationship between home and school in rural areas in less developed areas","prominent contradictions among primary school teachers in rural areas in less developed areas","steep increase in the burden of school attendance by poor primary school students in rural areas in less developed areas","rural social and cultural networks in less developed areas","deviation from formal education equity and real education equity".The fourth part is to analyze the causes of the problem from the corresponding root causes,and the fifth part,on the basis of the previous research,puts forward the countermeasures from the aspects of policy,management,curriculum,regional reality,distribution mechanism and so on. |
