Consolidation Of Rural Schools And Cultural Adaption Of Underachievers In Jinha Central School In Xishuangbanna

Based on the Hani students,parents,teachers at Jingha township central school,Jinghong,Xishuangbanna,as main research objects,this research focus on“laggard pupils”of Jingha central school,and discuss school adjustment of pupils after closure and merger of schools.At the beginning of the 21 st century,Jingha township began to school closures and mergers,orderly merging the primary schools scattered in each village into the village committee’s seat of the primary school,or into the township central primary school,this process was completed until 2008.Currently there are only three primary schools,the central primary school,Manhong primary school and Geniu traffic hope primary school,of which the central primary school has the largest number of students.Jingha central primary school is located in jingha village,a Dai village in lowland.Villages with abolishing primary schools will send school-age children to central primary schools.Among them,students of Hani ethnic group have the largest number of students.They leave the villages in the mountains and go to the central primary school in the dam area to study.The problems of Hani students and their parents in adapting to various rules,educational concepts and living habits of the school are mainly reflected in the stereotype of Hani students as laggard pupils in the school.School adjustment is a process in which Hani children adapt to various aspects of student roles and campus environment.The relative disadvantageous conditions faced by local Hani students in the process of school adaptation will affect their motivation to adapt and ability to adjust to the new environment.Due to the generally poor scholastic performance of Hani students,a large proportion of the so-called laggard group in school academic performance evaluation makes it possible for schools and teachers to directly link Hani students with laggard.Against this background,teachers at the central school wrongly believe Hani pupils are laggards.They revealed that the reason why many Hani students are falling behind was because of the backwardness of theirtraditional culture.Teachers believe Hani parents` view on education is weak,unwilling to schooling their children.The unspoken connection to the cause of the Hani pupils under-achievable school performance was not lost on local teachers,parents,even Hani students themselves.Not only this cognition significant to the teachers`teaching idea,but students and parents be placed in an inside Hani language to turn the extreme diffident.It produces inter-generational transmission of poverty when Hani students receiving modern school education.By considering educational anthropology and cultural adaption context,I discuss this case study in relation to three interpretive frameworks:(1)I focus on the background of the word laggard come from.The emergence of laggard is mainly formed in modern education system.Because of school closures and mergers,the original village school sites have been dismantled,Hani students have to go to school further from home.Without small classes,it is more difficult for them to receive modern education with the dominant culture as the mainstream cultural background.Only after the central primary school compared with other ethnic groups will it be regarded as the underachiever in the school.(2)The difficulty of Hani students goes to school,I divided it into three parts.First,the difficult for Hani students is that schooling is eroding parental authority,making farming parents the antithesis of trying not to be parents in an urbanized school.Second,when the power of interpretation of traditional culture is owned by the school,the authority of traditional culture in villages is occupied by the school.Hani language has become a negative factor that hinders teaching.The third,since the central primary school adopts large class teaching,the change of teachers’ teaching method makes Hani students have difficulty in the transition period of lower grades.Due to the long distance between home and school,some Hani families rent houses to take care of students by their grandparents and some are boarding at the school.Both of these methods hinder the community education and lead to Hani students’ lack of understanding or interest in traditional culture.(3)To solve this problem,teachers use classroom teaching to carry out identity education for Hani students.School strengthens the education of love by organizing folk activities and encouraging parents to take an active part in folk activities to increase the interaction between students and parents.Schools,villages and parents work together in order to help Hani students improve their cultural confidence by changing the original concept of lack of confidence in Hani culture.