Problems in rural primary education

Education is the foundation of the country. The ambition of young people is the ambition of the country, and the strength of young people is the strength of the country. Education determines the future development of the country. In China, rural population accounts for the majority, and rural education has been widely concerned by the state, especially rural primary education. With the continuous development of China's economy, China's education is also developing rapidly, and rural primary education has also made good progress. However, with the further development of social economy, the problems in rural primary education are more and more prominent, which do not meet the development goal of harmonious countryside and become the shackles of further development of rural economy. Therefore, we must strengthen the construction of rural primary education and improve the level of primary education.

China has a large population, and the level of education development is uneven. Rural primary education has always been the soft rib that restricts the overall improvement of education level. Rural primary education lags far behind urban primary education. The decrease in the number of students, the shrinking scale of running schools, the low quality of teachers, the poor conditions of running primary schools and the defects of family education have seriously restricted the development of primary education.

First, the problems in rural primary education

1, the number of children enrolled in rural areas has decreased, the distribution of schools is unreasonable, and the scale of running schools has shrunk. With the implementation of the family planning policy and the change of the concept of young couples in rural areas, the birth rate of rural population is decreasing, the number of school-age children is decreasing year by year, and the number of rural primary school students is shrinking. The development of rural economy, the improvement of residents' income, and the implementation of the nine-year compulsory education policy. In order to give children a better start, more and more young rural couples are more willing to send their children to distant urban primary schools. On the one hand, more and more parents who go out to work choose to let their children study in the inflow areas. Many inflow governments began to relax the admission policy for children of migrant workers, and began to accept these children into local public schools, without paying extra sponsorship fees and borrowing fees, and enjoying quality education resources on an equal footing with local students. In this way, parents can take care of their children's study and life at any time and eliminate their worries. In terms of enrollment, urban primary schools also strive for students and provide a series of preferential treatment and quality services. All these make it more and more difficult for rural primary schools to recruit students, and the number of primary school students is decreasing day by day, which makes schools have to downsize. In some places, smaller primary schools are merged or closed, which makes the quality of running schools worse and the number of students will decrease, forming a vicious circle. Some primary schools appreciate because of the small class size and few teachers, so they have to adopt the teaching of guaranteed classes. This not only increases the teaching difficulty of teachers, but also makes the teaching quality difficult to guarantee. Students' learning efficiency will definitely be greatly reduced, and parents will even distrust the school.

2. The teachers are weak and the teaching tasks are heavy.

At present, rural primary school teachers are generally older, lack of energy, poor school conditions and insufficient teachers. Many teachers have to undertake multi-disciplinary teaching, and teachers have heavy teaching tasks. At the same time, rural parents go out to work to make a living, and the family education of left-behind children in rural areas is seriously lacking. Children are mostly taken care of by their grandparents, or spoiled or indulged. The present situation of left-behind children requires teachers to have strong teaching ability and sense of responsibility.

Teachers are the first factor for the sustainable development of schools. Without a team of high-quality teachers, it is impossible to have a good school. However, due to historical, geographical environment, unbalanced educational development and other factors, the current rural teachers are relatively weak, as shown in the following:

A, because most teachers have been working in rural primary schools for a long time, the management here is relatively backward, the working and living conditions are difficult, the society and parents pay low attention to education, and even a considerable number of teachers have been working in the local area for a long time, which leads to the lack of initiative and passion in some teachers' work and makes it difficult to concentrate on teaching.

B, due to information occlusion, there are few opportunities to learn and acquire knowledge, which leads to backward teachers' ideas and traditional and simple teaching methods.

C, due to the current management system factors and insufficient investment in education funds, it is difficult to implement an effective incentive mechanism, and teachers lack the sense of competition, urgency and responsibility, so they are content with the status quo and do not pay attention to learning and improving their cultural knowledge and professional knowledge.

D, because the overall quality of teachers and the level of teaching and research are not high, the relationship between teachers and apprentices is a mere formality, the effect is poor, and the external conditions for teachers' growth are limited.

E, due to the one-way flow of teachers and the change of teacher distribution policy, there are no new teachers in rural schools for many years, especially some excellent young teachers with skills continue to flow to urban schools, which makes the age structure and discipline structure of rural school teachers unbalanced, with middle-aged and elderly teachers accounting for the majority, and it is difficult for teachers in non-language and mathematics disciplines to specialize.

3. The conditions for running primary schools are poor, and the difference between urban and rural areas is obvious.

Although the state has increased investment in primary education infrastructure in recent years, compared with urban primary schools, the facilities of rural primary schools are not advanced. Basically, urban central primary schools are given priority to everywhere, and little attention is paid to remote rural primary schools. Long-term marginalization makes the gap between the hardware facilities of rural primary schools and urban primary schools widening.

In many rural primary schools, there are only a few classrooms, and there are many dangerous buildings in the classrooms, which are lack of repair and seriously threaten the safety of students. Primary schools lack teaching equipment, and many places do not have other basic laboratory equipment such as microscopes and alcohol lamps. There are not many functional classrooms in many places, such as computer room, language lab, music room and library. Some are just empty titles or outdated equipment. The library is short of new books and computers are short of updating and maintenance. The playground, basketball court and other sports facilities for students' sports activities are lacking and have no contact with modern sports activities.

The lack and obsolescence of these educational infrastructures have seriously restricted the development of quality education in primary schools and the improvement of the comprehensive quality of primary school students, making many schools unable to do so. Want to improve teaching but suffer from lack of equipment and funds.

4. Family education restricts the growth and development of students.

Family education has a great influence on children's growth. As parents, how should we educate our children? What space and conditions should be provided for children's growth? The author thinks: First of all, we should create a warm, harmonious and rational family atmosphere for children. The whole family should establish good family relations, have the same educational goals for children, be strict with children, and set an example for children everywhere. Secondly, it is very important for children's growth to care for and help them study hard, fix a place for them to study, cultivate their good study habits and help them solve their learning difficulties. Third, we should cultivate children to develop good moral character, so that children can respect their elders, honor their parents, be honest and upright, and have a sense of responsibility. Fourth, parents must protect their children's mental health and develop a good personality. These factors are very important for children's healthy growth and will affect and accompany their lives.

There is a common phenomenon in rural areas now, that is, parents of children go out to work to make a living, leaving their children to their grandparents to take care of. The elderly in rural areas of China are basically primary school graduates. The so-called "care" here refers to the care in the sense of daily life. They are simply not qualified for the educational task of "left-behind children" in terms of thinking, learning and physical and mental health development, which makes the "left-behind children" seriously lack family education, which not only affects their academic performance, but also affects their physical and mental health. The lack of family education in rural areas puts all the educational responsibilities that should be borne by families and schools on teachers and schools.

Common problems of left-behind children are:

A, poor learning. Because these children live with their elderly grandparents or other relatives and friends during their stay, these elderly people are generally older, in poor health and have a high illiteracy rate, which not only fails to give effective help and guidance to the left-behind children in their studies.

B, personality defects. Among left-behind children, the proportion of parents' love is much higher than that of other children. Mainly because the guardian can't control it, and the parents who go out can't control it. Left-behind students live in an almost unrestricted state, which virtually forms selfish and overbearing personality characteristics.

C, psychological barriers. Guardians of left-behind students are less involved in the mental health problems of left-behind children and pay insufficient attention to them. Being far away from their parents, lacking the minimum opportunities to communicate with their parents, and their guardians have no time to take care of their emotional changes, which is extremely unfavorable to the mental health of left-behind children and often leads to various psychological diseases, such as emotional fragility, self-abandonment, anxiety and autism, lack of self-confidence, pessimism and world-weariness.

Second, the causes of problems in rural primary and secondary education

1. Some teachers unilaterally think that quality education is to reduce the burden on students and reduce the teaching content. Some schools carry out exam-oriented education under the banner of quality education, and still regard the enrollment rate as a hard index to evaluate the teaching quality. There are more and more make-up classes on holidays, and even the classes are divided into fast classes, slow classes and experimental classes for teaching, which is very harmful to students' body and mind.

2. As a front-line teacher, in years of teaching practice and communication with other teachers, teachers have three mentalities about classroom teaching management:

(1) I don't care. I'm worried that some students will become hostile.

(2) I don't care. There is no denying that many teachers have a strong sense of responsibility and want to organize classroom teaching in an orderly way. However, management is often irrelevant and lacks effective management methods and experience. Either he is impatient, often criticizes by name, criticizes more than praise, is harsh but out of control, is simple and rude, and then the ideological guidance is not timely and not in place, which makes it difficult for students to accept, and even causes students' rebellious psychology; Either the requirements are not high, the requirements are not strict, the organization ability of classroom teaching management is not strong, and the classroom teaching order is out of control if you want to manage it well.

(3) don't care. Some teachers think that the main task of teachers is teaching, which is to impart knowledge to students and improve their ability and quality. Teachers' strictness has nothing to do with looseness in classroom teaching management. Some teachers think that paying attention to classroom discipline every day will distract teaching energy. Some teachers think that grasping classroom teaching discipline and management will affect teaching progress, which is somewhat contradictory to improving teaching quality.

3. Left-behind children in rural areas are a group of "emotional hunger and thirst" children, and the lack of emotion is easy to distort their psychology. There are two main types of psychological status and personality status of left-behind children in rural areas. One is that they are relatively withdrawn, mainly keeping up with their grandparents' life at home, and their personality is not as cheerful and confident as other peers; The other kind is naughty and likes to play pranks, mainly because the old people love their grandchildren too much to discipline them, and then they can't control them. Minors are in a critical period of character formation. During this period, they especially need the care and guidance of their elders, especially their parents. However, the left-behind children's desire for care can not be satisfied, and some bad emotions, such as anger, loss, anxiety and worry, can not be resolved. After long-term accumulation, they have formed a withdrawn and introverted personality tendency.

Three. Suggestions on solving the problems of rural primary education

1, "The number of children enrolled in rural areas is decreasing, the distribution of schools is unreasonable, and the scale of running schools is shrinking".

A, the government should take supporting rural primary education as the focus of poverty alleviation projects, increase support, focus on introducing teachers' resources, and improve the level of running schools. Improve the school's hardware facilities and provide more comprehensive services.

B, the government guides the integration of educational resources and merges schools with a small number of students. Reasonable layout of the school location, so as to take into account the surrounding villages. If necessary, you can choose to build a student dormitory. Provide boarding services for students in marginal areas.

C, formulate basic norms for the construction and management of rural primary schools, strengthen the management of rural primary education system, establish basic standards for qualified schools, implement target management, vigorously implement standardization construction, promote the improvement of education quality, strengthen education quality in a down-to-earth manner, and do a good job in education image.

2. Suggestions to solve the problem of "weak teachers and older teachers as a whole"

A, the government will increase the introduction of teacher resources, provide fresh blood for rural primary school teachers, and adjust the age structure of primary school teachers. Reasonably allocate teachers and train excellent teachers for primary schools. Supplement full-time music, art and physical education teachers in primary schools.

B, improve teachers' wages and benefits, improve teaching infrastructure, and enrich teachers' spare time life. Pay teachers' salaries on time and in quantity. Establish a reasonable reward and punishment system to punish the "fried dough sticks" teacher.

C, strengthen the construction of teachers' morality, and really care about students' study life. Abandon the old and vulgar education mode, promote the reform of teachers' teaching methods, and offer a complete quality education course.

3. Suggestions on "poor conditions for running primary schools and obvious differences between urban and rural areas"

A, the government should balance the investment in urban and rural education, rationally allocate the education budget, and slightly tilt to rural primary schools. Focus on the construction of basic facilities such as primary school teaching rooms, acquire teaching equipment and improve sports facilities.

B, schools should actively seek breakthroughs, seek social help, and improve the school environment. The transparency of school expenditure allows every penny to be spent in place and play its greatest role.

4. Some suggestions on "family education restricts students' growth and development"

A. In view of the current lack of organic cooperation and communication among families, rural communities and schools, an effective operation mechanism of family, community and school linkage should be established: the government should increase the propaganda of caring for left-behind children and cultivate a good atmosphere for the whole society to pay attention to left-behind children; Schools should take a series of measures to strengthen the education of students' resistance to setbacks and difficulties and enhance their psychological endurance; The village Committee should establish an agricultural neighborhood management network so that every left-behind child can be taken care of and let the left-behind children fully feel the care of the community; Families, village committees and schools should perform their duties, communicate and understand in time, solve problems in time, and form the strongest protection network for left-behind children from the system to ensure their healthy growth.

B, adjust the way parents go out as much as possible to provide children with necessary living and learning conditions. Parents had better stay at home to take care of and monitor their children's study life, and maintain the integrity and influence atmosphere of family education. If both husband and wife go out to work, the first problem is to choose a good guardian. It is best for guardians to be educated, responsible and able to supervise and guide their children's relatives and friends. They can neither spoil their children, nor let them do too much housework or farm work to ensure that children have enough study time. Under the guardianship of grandparents, we must guide them to be strict with their grandchildren and strengthen the guardianship of life and study.

C, schools should regard the education of "left-behind children" as a special work and make unremitting efforts. Each class should establish a personal file of "left-behind children", which is uniformly deployed and managed by the school. Schools and teachers should pay more attention, encouragement and help to "left-behind children". Love is the cornerstone of education. For the "left-behind children" who have lived in the "lonely castle" for a long time and their parents "lack of care", love is the premise of education, and education should put love at the center.