Ningmin Town is about to usher in a grand finale. What are the unsolved mysteries in the play?

There are only 23 episodes of Ningmin Town, and the finale is coming. Although the production of this drama only took three months, it was scored as high as 9.4 points by netizens in Douban! More than 65,000 people participated in the scoring, of which the five-star rating exceeded 75%. What's so good about such a high evaluation? This is the finale. It was really fast. I haven't seen enough.

This is a tribute film, and the tone of the ending is given. I think this is a routine ending to show the vigorous life of the main characters and the new development of Ningmin Town. You should have seen similar endings many times. After all, economic development was emphasized in previous years. It's a little different now. It emphasizes comprehensive development, the so-called "clear water and lush mountains are priceless assets". So the final tone is based on this new formulation.

There is a main line in Ningmin Town's TV series, that is, Teacher Bai in primary school. His father, as one of the heroines, is not just a tool man, but the protagonist of an important secondary plot of rural education.

1. This hidden line is for the Hua Shui of the leading actor Ma Defu and childhood friends. The problem of education in that era was a pure poverty problem: in the poor rural areas in the central and western regions in the 1980s, the family had no money to send their children to school, girls needed to get married in exchange for bride price, and boys went home to work as laborers.

2. By 200 1 year, there were several episodes devoted to describing the current situation of rural education loss under the tide of migrant workers. After the living conditions have improved slightly, money worship has become the mainstream thought, the theory of futility of reading has flooded, and local governments in backward areas have failed to do education. Leading to a serious loss of students. Mr. Bai himself was caught in a contradiction and used Freud's psychoanalysis to construct this character. He is a tragic figure. After he lost his wife, his daughters went to Fujian to work for the first time, which was equivalent to experiencing the feeling of "losing" their loved ones again. In the later days, every child dropped out of school to work in Fujian, which was equivalent to giving him a replay of the feeling of leaving his loved ones.

3. The teaching teacher leads the children to learn Chinese, and the content of the text is Fanka. This passage was originally intended to reveal the tragic experience of child labor in Russian times, and the theme of the article is exactly the same as Mr. Bai's aversion to going out to work early. These are all carefully designed by the writers-although limited to the theme and scale, the children who go out to work in TV dramas are basically singing and dancing, which is actually no different from Fanka in Chekhov's novels. This TV play is really elaborate. In one scene, the teaching teacher found that the children were going to have classes together and asked the first-grade children to learn the addition and subtraction of two digits. The first-grade children can't think abstractly about the meaning of addition and subtraction of large numbers. They can only vividly know that one of the 20 big sheep killed one, and none of them disappeared after others lost them. This paragraph accords with Piaget's theory about the stages of children's cognitive development and the actual law of children's development.

Mr. Bai's final liberation was a "chorus competition". At first, he thought that the meaning of education was: a good boy "enters a good high school, enters a university and goes to graduate school" to get rid of poverty. Faced with the bleak facts told by his parents, he had to settle for the second best, saying that the meaning of education is "rational study, and don't go out to work too early to suffer." Finally, Mr. Bai later reluctantly accepted the reality, but fell into deep disappointment. In poor and backward areas and times, almost everyone, from adults to children, is eager to change their living conditions, and no one will stare at the educational achievements after more than ten years like him. Ma Debao told his brother that "Miss Bai was depressed", but in fact he couldn't find the meaning of rural education.

The value of this TV series lies in that it does not shape the protagonist into an omniscient and omnipotent god. He is an individual with certain limitations of the times. In his eyes, Mr. Bai is almost paranoid. In the face of students' incomprehension, Mr. Bai's almost roaring confession is getting closer to the essence of a society with unfair educational resources: this is a trap, a big trap! Let you jump in willingly.

Later, Mr. Bai regained the meaning of rural education, that is, to let children have a happy and fulfilling childhood. This is a typical conflict between educational process theory and teleology. It has also been said that the happiest time in her life was when she was a white teacher and student. Miss Bai also saw her daughter singing happily, so she chose to let her children prepare for the singing contest happily before going out to work. This is also a helpless choice. As a "poor teacher", he can do too little. He can't change his children's lives by education. He can only let his children have music in their childhood.

5, so watching the last episode is not aimless. In the new era, most parents think that they have suffered from "no good study" and "no good educational conditions". Therefore, I almost put all my economy and energy into serving children's education, as if I would be eliminated tomorrow if I didn't hurry up. The result of the proliferation of remedial classes is to disrupt the normal education and teaching order. Children are involved in the logic that they can get high marks in the monthly exam by studying in advance. From the excessive neglect of education in the previous generation to the excessive utilitarian education now, it is a departure from the essence of education. Education should pay attention to both teleology and process theory. Rural education, because it has assumed more functions, faces greater pressure and reflects this problem more profoundly.