Research On Improving The Education Quality Of Small-scale Rural Schools In G County, Guizhou Province Under The Background Of Rural Revitalizatio

Small-scale rural schools are the carriers to ensure that children in remote rural areas can attend school nearby and ensure that children in remote areas receive fair and high-quality education.Educational equity pursues high-quality and balanced education,promotes the high-quality and balanced development of compulsory education,and promotes the improvement of the quality of small-scale rural school education is an important part of building an educational power.Through the sorting out of relevant policy texts,the development context of rural small-scale schools and the appropriate logic of rural revitalization and rural small-scale school education quality improvement are clarified.G county in Guizhou Province was selected as the research object,and the quality of education was characterized by three dimensions: education input quality,education process quality and education outcome quality.It is found that the quality of small-scale rural schools in G county shows that the quality of teacher resources is not high,the educational infrastructure is not complete,the school-running concept is not clear,and the school-running characteristics have not been explored.In terms of the quality of the educational process,there are single and outdated teaching methods,school-based curriculum is difficult to carry out,the utilization rate of teaching resources is low,teaching and research activities are few,the boarding student management system is not perfect,and the teaching burden of teachers is heavy.In terms of the quality of educational results,the level of students’ academic monitoring is significantly lower than that of county primary schools and township central schools,and parents’ overall evaluation of small-scale rural schools is not high.Under the influence of external ecological factors,the three functional groups of the internal system of education,namely the guidance guarantee group,the conductive development functional group,and the inheritance and development functional group,operate in the external ecological factors that affect the quality of rural small-scale school education,and the external ecological factors affecting the quality of rural small-scale school education have the dual structure of social factors urban and rural;the shackles of conceptual factors and the city-oriented school philosophy;The constraints of economic factors are insufficient financial investment based on counties;Environmental factors restrict the autonomy of the central school’s management system.The imbalance of energy flow,material flow and information loss input by external ecological factors will lead to the imbalance of the three major functional groups within the school system,the imbalance of the structure of the conduction and development functional groups,the lack of leadership of the guidance and guarantee groups,and the lack of attention to the internal growth of primary school students in the inheritance and development of the group.The shackles of the "flower pot effect" have not tapped the advantages of rural educational resources.Using the theory of education ecology,explore a path to improve the quality of small-scale school education under the background of rural revitalization strategy,break the constraints of external ecological factors,promote the ecological balance of the education system,dynamically regulate the ecological threshold,and promote the integrated development of urban and rural education.Effectively improve the status of schools and transform the "bottom-up" ecological niche;Ensuring energy flow to small-scale rural schools and improving educational infrastructure;Create a good ecological development environment for small-scale rural schools.Strengthen the internal balance of the ecosystem,promote the coordinated development of the three major functional groups,and conduct the development group: adhere to the "one pool of living water" to revitalize the energy flow;Improve the exchange and rotation system for principals and enhance the leadership of guidance and security groups;"Fine stratification" to build a special student care system,focusing on inheritance and development of the internal growth of the group;Breaking the "flower pot effect",rural education is integrated into the local natural environment.