Research On The Balanced Allocation Of Educational Resources In Harbin Public Primary Schools

One of the main goals of China’s education development in 2035 is to achieve high-quality and balanced compulsory education.Educational resources are the important material basis of education,but the total amount of high-quality educational resources is limited and unevenly distributed.The enrollment policy of public primary schools in Harbin city is to"enroll students according to different areas and enroll nearby".There are great differences in the level of teachers,the quality of education and the investment of education funds in different areas of the city.Schools with high-quality education resources are not evenly distributed in each school district.People’s recognition of "key schools" has only increased,but the phenomenon that "the stronger the strong schools are,the weaker the weak schools are" has always existed.Therefore,it is imperative to study the balanced allocation of public primary education resources.It is of great theoretical and practical significance for the development of public primary education in Harbin to clarify the current situation of the allocation of educational resources in Harbin public primary schools and provide suggestions for the Harbin municipal government to formulate policies to balance educational resources in primary schools.Based on the public goods theory,education equity theory,resource allocation theory and new public management theory,through literature analysis,survey analysis,comparative analysis,quantitative and qualitative analysis and other research methods,this paper summarizes the collected data,and studies the balanced allocation of educational resources in Harbin public primary schools from the perspective of human,material and financial resources.Through the analysis,it is found that the allocation of education resources in Harbin public primary schools cannot achieve balanced quality,and there are many problems:unreasonable allocation of public finance education funds,unbalanced teachers,large gap in infrastructure,and uneven distribution of school space.Moreover,it is found that the causes of these problems are also very complex,including:uneven economic and social development in each region.restriction of the existing teacher establishment system,lack of supervision and evaluation mechanism for the allocation of educational resources,educational policy bias leading to inter-school differences and other reasons.This paper draws lessons from the advanced experience of balanced allocation of educational resources in public primary schools in foreign countries,such as the United States.Britain and France,and in China,such as Zhengzhou,Wenzhou and Tongling.On this basis,the paper puts forward targeted countermeasures and suggestions:improving the guarantee mechanism of education funds,strengthening the construction of teachers,constructing the supervision and evaluation mechanism of balanced allocation of educational resources,and strengthening the responsibility of all participants in education.