A Mediocre School That Is Free From Community

Recent years,with the further implementation of the rural revitalization policy,rural schools have been greatly improved in material conditions.However,the improvement of material conditions does not mean the improvement of the quality of education.During the development of process,some rural schools still are confronted with the dilemma that “Without the name,people don’t know what it is”.Currently,with the further advancement of the rural revitalization strategy,how to improve the quality of rural school education and realize the characteristic development of rural schools are becoming the hot topic.This research mainly uses the methods of field study,choosing a central primary school,which is mediocre in school culture,curriculum construction,class teaching,school activities,as a case study object in rural area of Haikou,Hainan Province,and conducting a two-semester survey in the G primary school.Through a comprehensive understanding of the school,exploring why there is a lack of direction in the development,the reasons for the predicament without characteristics,and putting forward the solution for rural schools to get out of the development dilemmas.In order to get out of the space limitation of the past analysis on the school development and better explore the reasons for the mediocre conditions of the G primary school.The author attempts to systematically explore the causes of the school’s mediocrity in a new perspective of community from three communities: geographic community,historical community,and interpersonal community.In geographic community,the ignorance of the surrounding geographic resources and the abuse of its own geographic resources have caused the school to lose the beneficial resources that could help the school to construct,the serious leaving condition of teachers makes the class teaching difficult to have local elements.In historical community,the unfamiliarity with its own past history and the history of Changhou Village where the predecessor was located,and the neglect of the history of the G area where it is now,having led to the lack of necessary culture nourishment in the school decelopment.In interpersonal community,parents’ incomprehension and the irrelevance of surrounding residents have made the school have difficult in condensing the hearts of people during the development of the school.Therefore,based on the above analysis,the characteristic development of rural school needs to promote the overall integration of the geographic community,the historical community,and the interpersonal community,and to promote the harmonious coexistence of the three communities.At the same time,it further emphasizes the harmonious coexistence of various relationship elements within the geographic community,the historical community,and the interpersonal community,and jointly contributes to the construction of rural schools with characteristics.