Implementation Of The Policy Of Compulsory Education With Regular Schooling In Rural Schools ——Investigation And Research Based On School W Of County D

The rise and development of inclusive education is the result of meeting the diverse needs of society.Compulsory education is a localized achievement of inclusive education combined with China’s national conditions and suitable for China’s education development.In the more than 30 years since the implementation of compulsory education,more and more students with special needs have entered ordinary schools and have the opportunity to receive education.However,there are still many problems that need to be solved in this process,especially the quality of the implementation of the compulsory education policy in rural schools is worrying.The stage of compulsory education is an important period for children to form their world outlook,outlook on life and values.At this stage,the quality of school attendance is particularly important.Focusing on the core issue of "how rural teachers understand and implement the policy of compulsory education",this research selects teachers of school W in county D as the research object.First,analyzing the existing research,101 valid questionnaires were collected to understand the basic implementation of the policy of compulsory education in school W;secondly,in-depth interviews were conducted with 20 teachers,and the three-level analysis method is used to extract the key factors for the understanding and implementation of the policy of compulsory education,so as to present the actual implementation of compulsory education in rural schools as completely as possible.On this basis,further research "why rural teachers understand and implement the policy of studying with class",to explore the reasons behind it,and "how to improve",the specific measures to improve the understanding and implementation of teachers’ policy.Through the study researcher found that there are some problems in the regular schooling of school W: 1)teachers doubt on the regular schooling,and can not fully accept the students with special needs;2)teachers’ professional literacy are low,and do not have the ability to implement regular schooling;3)school management neglects regular schooling,school leaders do not pay attention to it;4)regular students’ parents "compromise fate" inaction;5)ordinary students exclude students with class,and even bullying behavior.Relying on theory to analyse data,there may be the following reasons: 1)the regular schooling policy is not perfect;2)the county,school’s regular schooling atmosphere is not friendly,more emphasis grade,and the quantity of teacher are seriously inadequate;3)the community has a low tolerance of special needs groups;4)teachers with low professional literacy,do not have the ability to implement regular schooling;5)special needs students individual differences and family background.According to this researcher attempt to give the following suggestions: 1)the government should improve the system of regular schooling,and strengthen the implementation of supervision,2)schools should create a mixed campus atmosphere to facilitate the development of regular schooling,3)build a harmonious and inclusive society,4)improve the professional literacy of teachers,build a high-quality teacher team of regular schooling.