Basic education survey report

Basic education is the foundation of the country. The basic education survey can better understand the current situation of basic education in our country, so as to better improve it.

1. Research background

Since the reform and opening up, my country’s per capita GDP growth has achieved remarkable achievements. However, as per capita GDP grows, the urban-rural income gap is also increasing sharply. In 2005, the disposable income of urban residents nationwide was 10,493 yuan, and the per capita net income of farmers was 3,255 yuan. The income ratio between the two was 3.22:1. With the acceleration of my country's social development and the widening of gaps between different regions and social classes, the issue of educational equity has become more prominent and has become a hot topic of social concern.

Social education has the function of a filter in social mobility and social differentiation, as well as a stabilizer and balancer. It is regarded as the greatest tool to achieve social equality. According to the new requirements put forward at this stage, we should lead the development of education with the concept of harmony, promote social fairness and justice by promoting fairness and justice in education, and promote the construction of a harmonious society by building harmonious education.

Our country is a large agricultural country. Only when the countryside develops can we truly realize the harmonious development of society. The foundation of rural development is to improve basic education in rural areas. Basic education is a local undertaking and shoulders the important task of cultivating talents for the local area. The quality of basic education is directly related to the development and progress of local economy and society. However, the current situation of rural basic education is not optimistic.

2. Research objects

The object of my investigation this time is based on the current situation of basic education in rural areas. Basic education is the knowledge that people need to master early in order to acquire more knowledge as they grow. Basic education, as the foundation project for cultivating talents and improving national quality, occupies an important position in the education reforms of countries around the world facing the 21st century. Basic education in China includes early childhood education, primary education, and general secondary education. The research scope of this report is mainly about the current situation of basic education in rural areas of my country

3. Research purpose

1. Through field surveys and online collection of information, the current situation of rural basic education can be analyzed information

2. Analyze the problems existing in rural basic education and find out the causes of the problems

3. By analyzing the current cases of basic education in specific rural areas, we can effectively grasp the current situation of basic education in rural areas. Reasons for the emergence of rural basic education problems and ways to solve them

4. Conduct research on rural basic education problems in the region and obtain first-hand information

5. Explore and solve rural basic education problems ways to jointly explore ways to build a harmonious socialist society

4. Analysis of the current situation of basic education in rural China

Since the promulgation of the National Compulsory Education Law in 1986, especially the " Since the implementation of the "Decision of the Central Committee of the Communist Party of China on the Reform of the Education System", my country's rural basic education has made great progress. However, due to congenital deficiencies in rural education and acquired imbalances, the rural education situation has not achieved a qualitative leap, and many problems still exist.

(1) Government investment is limited, rural basic education funds are seriously insufficient, and school running conditions are poor.

The development of education cannot be separated from certain financial support. The agricultural economy develops slowly, rural finances are tight, and various funds, especially compulsory education funds, are seriously insufficient, making it difficult to achieve sustainable development of rural schools. China is a large agricultural country, and rural students account for the vast majority of the country's students in compulsory education. Currently, there are about 193 million students in compulsory education. If the rural population accounts for 70% of the total population, there are about 130 million rural students.

However, for a long time, the proportion of compulsory education in the total investment in education at all levels and types of schools in our country has been too low. The proportion of compulsory education in the total investment has always been less than 60%, while rural compulsory education has always been less than 60%. Education investment accounts for less than 30% of total investment in recent years. Moreover, the proportion of government financial allocations among the total investment in rural compulsory education is not high.

Although the central education fiscal transfer payment has been tilted towards rural compulsory education in recent years, it has only reached a maximum of 64.9%. A survey report published in 2001 by the Development Research Center of the State Council's "County and Township Finance and Farmers' Burden" research group showed that among the investment in rural compulsory education, the burden at the township level was as high as about 78%, the county financial burden was about 9%, and the provincial financial burden was about 9%. Local governments bear about 11%, while the central government only bears 2%. In foreign countries, the central government is the main source of funds for compulsory education. In some countries, central government investment accounts for as much as 80% of the entire basic education investment.

For a long time, rural compulsory education has mainly been funded by farmers. Especially before the reform of rural taxes and fees, rural compulsory education was actually mainly borne by farmers. After the tax and fee reform, the funding source for rural basic education basically comes from township financial allocations, supplemented by rural education surcharges, collection of tuition and miscellaneous fees, and education fund-raising.

Township-level finance assumes full responsibility for rural compulsory education.

The "reasonable" burden of farmers has become an important pillar of rural compulsory education. After the reform of rural taxes and fees, while the burden on farmers has been reduced, education revenue has also been significantly reduced. The contradiction between supply and demand in the financial situation of rural compulsory education in some places has become more prominent.

Due to insufficient funds, the teaching facilities of rural primary and secondary schools are very backward, and the basic running conditions of some primary and secondary schools cannot be guaranteed. In 2004, the proportion of dilapidated buildings in rural areas of my country was still high. There were 45.423 million square meters of Class D dilapidated buildings in primary and junior high schools across the country.

In addition, approximately 17.5 million square meters of dangerous buildings are added every year, and approximately 2 million square meters of school buildings are damaged due to natural disasters. The dangerous building rates of primary school and junior high school buildings are 5.6% and 3.7% respectively. Although in 2006, the country implemented a new guarantee mechanism for nine-year compulsory education, and many schools built new teaching buildings, office buildings, and student dormitories, in terms of teaching instruments, experimental equipment, books and materials, and modern teaching methods, rural primary and secondary schools Compared with cities, there is a big gap, and the level of educational informatization and educational technology is lower, which ultimately leads to the loss of rural students.

(2) There is a serious shortage of teachers, teachers’ teaching level is low, and the quality of teaching is worrying.

The construction of the teaching team is crucial in the entire education process. The quality of teachers is directly related to the quality of school education. The survey found that the current situation of rural teachers is not satisfactory.

1. There is a shortage of teachers, and there is a shortage of rural teachers.

Due to the low salary of rural teachers, poor living conditions, and serious salary arrears, many people are unwilling to teach in rural areas. . Some newly graduated college students would rather stay at home than work as rural teachers. At the same time, teachers with family connections and higher teaching standards are also finding ways to squeeze into the city. Coupled with the expansion of enrollment in urban schools in recent years, some schools have insufficient teachers and have begun to recruit teachers from rural areas.

With the selective admission of teachers to cities, more and more outstanding teachers are moving to cities. Due to the loss of teachers, it is common in primary and secondary schools in poor rural areas for one teacher to teach in different grades and in a single class. In many schools in rural areas, there is a serious shortage of teachers in the fields of mathematics, mathematics, art, etc., and they are unable to meet the needs of the new curriculum reform.

In addition, an important factor causing the shortage of teachers in rural education is the one-way mobility of teachers, that is, excellent teachers only have upward mobility. If the teachers in the village teach well, they will be admitted to the schools in the town. If the teachers in the town teach well, they will be admitted to the schools in the county. So on and so forth. This rigid selection mechanism results in a poor source of teachers for the rural basic education system. Rural teachers are inherently deficient, but they have no choice but to suffer from the loss of teachers. Rural teachers are seriously short of resources.

2. The quality of teachers is uneven, and the degree of professionalism of teachers is low

Rural primary and secondary school teachers generally have low academic qualifications. There is a large gap between academic qualifications and ability standards, and the quality of teachers is uneven. Not even. Taking Hunan Province as an example, the proportion of full-time teachers in rural primary schools with a bachelor's degree or above is less than 20% of that in urban areas, and the proportion of junior middle school teachers with a bachelor's degree or above is only half that in urban areas. For example, the first-degree qualification rate of rural school teachers in Hengyang City is 22.7%. Although large-scale academic compensation education and on-the-job training have greatly improved the academic qualification rate of rural teachers, the quality of teachers still cannot meet the needs of the rapid development of compulsory education.

Most of the teachers in some rural schools are high school graduates from the town (county) who have not yet entered college. Even some junior high school graduates have become teachers. In many poor counties, some teachers have graduated from primary school. In addition, a considerable number of rural teachers have outdated educational concepts, outdated knowledge, and backward teaching methods, making it difficult to adapt to the needs of educational reform and development.

Especially today with the rapid development of informatization, they are unable to keep up with the pace of the times, making the rural primary and secondary school teachers unable to form an echelon, and the degree of professionalism is not high. The low quality of teachers directly affects and limits the improvement of students' quality. Due to poor teaching quality, some rural schools are gradually losing students. In some areas, it has become a trend for village primary schools to move from central primary schools to central primary schools, and from central primary schools to county primary schools, with the continuous flow of excellent students to county towns. If this continues, the school will fall into a vicious cycle and will shrink along with it.

(3) Due to family poverty, a new theory has emerged: "Studying is useless?"

In rural areas, especially in poor areas, due to low investment in education, the education funds that should be paid by the government The burden has been shifted to peasant families, compulsory education is no longer compulsory, and ordinary people need to pay the tuition fees themselves. Farmers' annual income is very small, and most of it is used to pay for their children's school fees. Some families with many children have become poor due to education.

Farmers cannot bear the burden of education expenses, causing their children to drop out of school. In addition, in recent years, the employment situation has not been very optimistic and vocational education is extremely underdeveloped. As a result, the knowledge students learn in college is not useful in rural areas, which has led to the emergence of a new "study is useless theory" in rural areas.

Some parents believe that instead of letting their children study, it is better to let them go out to work early to earn money to supplement the family income. Especially those children whose families are in relatively difficult circumstances and whose academic performance is not good. Due to the constraints of their family's financial resources, their demand for education is very weak, and they have not even graduated from primary school.

Poor people lose learning opportunities, which limits their opportunities for personal development.

5. Case Analysis of Basic Education in Yingsheng Village

For this survey, I came to Yingsheng Village, an ordinary village in Wulongbei Town, Dandong City, Liaoning Province. The results of the survey are as follows

(1) Current Education Status

According to 2009 data, the village has a population of more than 1,500 and nearly 200 school-age children. There is only one primary school in the village with six grades** *There are 9 teachers. Among the 9 teachers, none has a bachelor's degree or above, 7 have a junior college degree, 2 have a junior high school degree, 4 have intermediate professional titles, and 5 have junior professional titles. The investigation found that the main problems existing in the village's basic education are: on the one hand, there is a lack of teachers and the phenomenon of cross-grade classes is serious. Many teachers take one course and then another. Because they cannot take care of it, they have to Let some students in the class study on their own or do homework.

We also learned that due to the low salary and poor office conditions of rural teachers, it is difficult to retain people in rural basic education positions and teachers are transferred frequently. On the other hand, there is a widespread phenomenon of “three lows” among teachers: low academic qualifications, low professional titles, and low quality. Most of the teachers are civilian-to-public teachers. Because they are older, their professional quality cannot be greatly improved in the short term.

Overview of Yingsheng Primary School

(2) Main problems faced

1. Insufficient number of teachers, uneven distribution and low quality. Due to policy constraints, the village has not had any additional teachers in the past three years, resulting in a serious shortage and imbalance of teachers. However, central schools in towns and schools with better transportation conditions generally have an insufficient number of overstaffed teachers, uneven distribution, and low quality. At the same time, due to a group of people with low academic qualifications and incomplete quality entering the teaching team, coupled with the addition of private-to-public teachers,

the overall quality of the teaching team is not high, and the age structure is unreasonable. Rural curriculum reform poses a huge challenge to current rural teachers. It requires teachers' educational concepts and teaching role behaviors to be fully transformed. Due to the large differences in age, qualifications, academic level, and physical and mental conditions among rural teachers, the transformation process is very difficult.

2. School management needs to be improved. First, the structure of the principals is not reasonable. The old ones are old and have limited work energy; the young ones are too young and have little work experience, let alone good work experience. Second, some principals are relatively one-sided in their school management, focusing only on school teaching management. They do not pay attention to things other than teaching management, such as school safety management, students' moral education, disease prevention and comprehensive management of social security, etc. , management is not strong enough.

3. School funding difficulties. After the implementation of the "one-fee system" and "two exemptions and one subsidy", the burden on the people has indeed been reduced, but the school's office funds have been affected to a certain extent. Due to the limited financial resources of the government, it is difficult for the above allocations to be received in full and in time, which makes the school's daily The normal operation of work has been affected to a certain extent, and some infrastructure construction cannot be implemented, such as the construction of school buildings and the creation of green schools.

6. Thoughts on countermeasures for rural basic education issues

In response to the difficulties in rural basic education, this year our country proposed the implementation of educational assistance. Educational assistance refers to the policy, material and financial assistance provided by the state, social groups and individuals to poor areas and poor students in order to ensure that the school-age population has access to education. Limited by the rural foundation, it is difficult for rural areas to realize self-rescue in education. Therefore, actively exerting the regulatory function of the government and timely implementing educational assistance in rural areas has become an inevitable choice to promote the development of rural education.

(1) Education funding

1. Increase investment in rural education and establish a financial guarantee mechanism for rural education

Alleviating the problem of investment in basic education The key is to solve the problem of financial weakness. Education is a public product and should be borne by the government. It is recommended that the state increase investment in education and strictly regulate the appropriate proportion of investment in rural education. After the reform of rural taxes and fees in many provinces in my country, rural education surcharges and rural education financing have been cancelled, and county and township fiscal revenue has decreased. In order to ensure that counties and townships invest in basic education, the central government should determine a certain proportion of tax revenue for transfer payments, and use it exclusively for transfer payments. in rural basic education.

Give full play to the absolute dominant role of national public financial funds in allocating rural compulsory education resources, build a fiscal transfer payment system in which basic education investment is mainly borne by the central finance and provincial finance, and ultimately realize rural Compulsory education and a long-term mechanism to ensure equal educational opportunities for farmers’ children.

2. Broaden financing channels and raise education funds through multiple channels

Since my country’s economic development level and comprehensive national strength have not yet reached the level of fully paying for rural compulsory education funds, long-term development From the looks of it, it is unlikely that rural education funding will be entirely funded by the state over the long term.

In order to achieve better development of rural compulsory education, in addition to the state's guarantee of funding for rural compulsory education, as much funding as possible should be raised through other channels.

For example, a "compulsory education foundation" can be established to receive donations from all walks of life; an education lottery can be issued to allow the whole society to pay attention to and support compulsory education. The funds obtained are uniformly allocated by the government in accordance with relevant policies and effectively targeted for rural education. At the same time, it is recommended that the state introduce a rural education assistance law to ensure the priority development of rural education.

(2) Teachers

1. Strengthen the training of rural teachers and continuously improve the professional level of rural teachers

Rural teachers lack information and receive training. Opportunities are few and far between, and their educational concepts and teaching methods are far different from those of urban teachers. Therefore, governments at all levels should vigorously develop and make full use of domestic and foreign education assistance projects and strengthen the training of rural principals and teachers. At the same time, policies for continuing teacher education should be tilted toward rural teachers, such as providing free training for rural teachers and appropriately increasing teacher training quotas.

To train rural teachers, it is necessary to add some new conceptual content, and at the same time, it should be combined with the actual situation in rural areas and focus on the improvement of teachers’ actual education and teaching quality and teachers’ actual teaching effects, so as to effectively improve The quality of education and teaching in rural schools.

2. Establish a reasonable teacher mobility mechanism

The government must take effective measures to achieve two-way mobility of teachers. Implement a "teacher exchange mechanism" to exchange teachers from cities to rural areas to teach for half a year or a year to promote rural education; rural teachers will go to urban schools to practice and improve, so as to solve the problem of one-way flow of rural teachers and effectively improve Quality of rural education. Fundamentally solve the problem of educational equity and effectively control the dropout rate.

For example, Henan Province made it mandatory in 1995 that newly graduated college students must go to rural areas to teach for one year, and made supporting teaching a condition for future professional title evaluations. At the same time, preferential conditions are given to college students who support teaching to become regular students six months in advance. In 2006, Zhengzhou City introduced a new education assistance policy. Starting from 2007, Zhengzhou City will enable all urban teachers to teach in rural schools for one year within five years.

Documents from the Zhengzhou Municipal Education Bureau stipulate that starting from 2006, the number of municipal schools going to the countryside for exchanges every year should be no less than 10% of all faculty and staff. In addition, the government can also favor rural areas in terms of policies, such as encouraging outstanding teachers to teach in rural areas and encouraging the mobility of teachers in shortage subjects.

3. Develop feasible measures to attract normal college graduates to teach in rural areas.

Due to poor rural school conditions and low wages, most college graduates are unwilling to go to rural areas. First, they are afraid that they will not have the opportunity to enter urban schools; second, they are worried that they will be assimilated in rural areas. Because rural teachers have backward educational concepts, low professionalism levels, and serious shortage of hardware facilities in rural schools, it is difficult for new teachers to carry out teaching reforms. In order to attract normal college graduates to teach in rural areas, the government must provide certain preferential policies to normal college graduates who go to rural areas to teach.

4. Make full use of the existing resources and conditions in rural areas to develop local education and teaching models and improve education and teaching levels

Rural schools and urban schools are very different in terms of hardware. In the short term, When the current situation cannot be changed within the country, teachers in rural schools cannot always complain blindly. They must make full use of all available existing educational resources in rural areas, maximize their strengths and avoid weaknesses, give full play to their own advantages, make up for their shortcomings, and develop education and teaching models suitable for the local area. Improve the level of education and teaching in rural areas. lixuue86.com

(3) Poverty-stricken families

Education is an important way to change a person’s destiny. Poor families are at a disadvantage in enjoying social resources, especially educational resources. If there are no supporting mechanisms to ensure that they receive fair education, poverty itself may become a hereditary unfortunate fate. This vicious cycle of personal destiny. Ultimately, the entire society is harmed. Therefore, the government must take measures to make educational assistance to poor students a top priority in rural education assistance.

1. Establish a stable education aid mechanism

Governments at all levels should establish leading groups for aiding students from poor families, establish a joint meeting system for aiding poor students, and establish primary and secondary school aid recipients Donation center? At the same time, it is necessary to increase the establishment of fully-funded undertakings, establish special funds for aiding poor students in primary and secondary schools, and include student aid work in the government's annual work target management, clarify the responsibilities of each department, integrate all aspects of strength, coordinate and coordinate as a whole Guide regular student aid activities in the region and promote the work of aiding poor students.

2. Increase educational assistance

Assistance to poor students should be mainly government funds, and the policy of "two exemptions and one subsidy" should continue to be implemented and implemented. At the same time, regular donation activities should be used as a carrier to organize and mobilize people from all walks of life to donate money for education and provide targeted assistance. At present, whether it is government assistance, social donations, or school rewards and exemptions, overall the coverage of education assistance is not large, the average amount per person is low, and the assistance intensity is relatively small.

Therefore, finance at all levels must arrange special aid funds for poor students every year to increase aid efforts.

3. Efforts to expand the scope of educational assistance

With the development of our country’s economy and the continuous increase of national income, it has become possible for our country to gradually implement free compulsory education. On November 10, 2005, the State Council Information Office held a press conference in Beijing, and the Ministry of Education released the National Report on Education for All for the first time. The report lists the timetable for the implementation of free compulsory education in my country: by 2007, all students with financial difficulties in rural compulsory education across the country will be able to enjoy "two exemptions and one subsidy" (free of miscellaneous fees, free of book fees, and subsidized boarding fees). ), ensuring that no child will miss school due to family difficulties.

By 2010, free nine-year compulsory education will be implemented in all rural areas across the country. By 2015, free compulsory education will be universal across the country. However, the government and society have paid relatively little attention to the issue of poverty relief in high school education. Although there are some relevant policies, there are several problems in implementation. From a nationwide perspective, most regions still lack rigid systems and measures. Therefore, when providing educational assistance, the scope of assistance should be expanded to high schools.

In short, gradually establishing a government-led, multi-pronged education assistance system and formulating reasonable education assistance policies are important guarantees for the timeliness and long-term effectiveness of rural education assistance.

7. Enlightenment and Conclusion

Through several days of research, I have a preliminary understanding of the current situation of rural basic education. The above are some specific insights gained from this practical activity. situation, but just understanding the situation is not enough. Since it is a research report, in-depth research and thinking must be conducted on the basis of the investigation. Below I will combine it with the "Mao Zedong Thought and The Theory of Socialism with Chinese Characteristics" taught by our school among grade 09 students. The specific contents of the course "Introduction to the System" will be briefly explained and summarized about this research activity on the current situation of rural basic education, so as to better achieve the purpose of the themed practical activity of "paying attention to people's livelihood and harmonious development".

From the perspective of the research object Yingsheng Village and the reference to rural basic education in China as a whole, I believe that the reasons why basic education in rural China is worrying are:

First, the state’s investment in education is insufficient. The economic level of rural areas is very limited, and education is an important link in promoting economic development. China is a large agricultural country, and investment in education is insufficient, so the economic promotion of education cannot be reflected. If things go on like this, a vicious circle will be formed. This is the most serious problem facing rural basic education in China.

Second, there is a serious shortage and lack of quality teachers. Teachers are scarce in vast rural areas and their professionalism is seriously insufficient, which is seriously detrimental to rural education.

Third, the poverty problem of rural families themselves has caused rural basic education to never improve. Lack of money to go to school is a serious obstacle to the education of rural children.

China is a big agricultural country. Rural problems are important issues in China, and rural education issues are the top priority in solving rural problems. As far as Yingsheng Village is concerned this time, they It is urgent to rely on the economy to help education, and education to feed back the economy and promote economic growth, so as to achieve the development of people's livelihood and social harmony. Only then can Yingsheng Village become rich, harmonious, and beautiful, and only then can China become stronger and richer. , harmony and stability!