Investigation Report on the Construction of Boarding Schools

With the development of society step by step, the relationship between the report and us is getting closer and closer, and the report has the characteristics of being written afterwards. So, how to write a good report? The following is a survey report on the construction of boarding schools compiled by me for your reference, hoping to help friends in need.

Investigation Report on the Construction of Boarding Schools 1 In order to fully understand the construction and development of boarding schools in rural compulsory education schools in ethnic areas of our city, according to the relevant investigation requirements of the Provincial Political Consultative Conference, from mid-July to late August, we organized some CPPCC members to conduct on-the-spot investigation and investigation visits to boarding schools in ethnic townships under the jurisdiction of Sangzhi, Yongding, Cili and Wulingyuan, and listened to the special report of the Municipal Education Bureau. The investigation report is as follows:

First, the basic situation of the construction and development of rural boarding schools in our city in recent years

The total population of our city is 1, 7 1, 000, and the permanent population is 1.52 million. * * It governs 64 township streets and 969 village communities, and there are 1.600 people living in Tujia, Miao, Bai and other ethnic minorities, accounting for 67.83% of the city's total population.

By the end of 20xx, there are 2 19 schools of all levels and types in the city (excluding 345 rural teaching points). Among them, there are 93 rural boarding schools (including 4 1 9-year compulsory education schools, 47 independent junior high schools and 5 complete middle schools) with about1850,000 students. In 20xx, the city's education expenditure was 65.438+90.7 billion yuan, accounting for 4.25% of the city's gross national product, and public education expenditure accounted for 654.38+0.4% of the city's public education expenditure.

Since 20xx, the vertical comparison of rural boarding schools has been greatly improved through layout adjustment, qualified school construction and "overall thinning" project. In 20xx-20xx, the central "thin reform plan" invested 65.438+0.5 billion yuan to transform 68 schools with 654.38+0.27 projects. By the end of 20xx, 17 1 qualified schools have been built. In 20xx-20xx, the city has successively implemented 33 18 million yuan and 34 million yuan for boarding students, benefiting 27,000 students and 3 100 students respectively.

Ii. outstanding problems and difficulties

In recent years, although governments at all levels in cities and counties have put forward the development strategy of "strengthening cities/districts and counties through education" and intensified the efforts to coordinate urban and rural education, there are still many problems and difficulties in the construction of rural boarding schools.

(1) Infrastructure construction is generally in arrears, and the "four difficulties" represented by students' "accommodation difficulties" have never been fundamentally solved.

Due to "merging schools", the existing rural boarding schools generally have the problem that the scale and conditions of running schools cannot meet the actual needs, which is mainly manifested in the "four difficulties" brought about by the sharp increase in the number of boarding students-the dormitory is tense, the canteen is simple, the canteen is difficult, the bathroom is difficult to take a bath and the toilet is insufficient.

For example, there are 3,958 boarders in 6 1 rural boarding schools in Sangzhi County, and the per capita dormitory area is only 1.32 square meters, the per capita canteen area is only 1.08 square meters, the per capita toilet area is only 0. 1.7 square meters, and the per capita toilet area is 0 square meters. In He Long Middle School, we can see that students are generally "two people in one bed". The dormitory with the largest number of people is equipped with 14 bunk beds to squeeze 56 boys. All the teachers and students in the school use a dry toilet with only 40 squatting positions, and it is 300 meters away from the girls' dormitory. The canteen is in disrepair for a long time, and there are few tables, chairs and benches, so students have nowhere to sit. Students not only have to queue up for meals and baths, but also queue up to go to the toilet.

Some schools pay more attention to students' education than education, management than education, and neglect accommodation management, and health management is not in place; There are serious food safety hazards in some school canteens. The management schemes of some schools are simple and easy, and students' dormitories are locked with iron bars like prisons, which has serious fire safety hazards. The hot water supply in some schools is insufficient, and students' bathing has become a long-standing problem. Some schools do not attach importance to campus housekeeping and environmental sanitation management. The toilet is smelly and dirty, and there is no place to put your feet. It has almost become a corner forgotten by civilization.

(2) The construction of teaching staff is seriously lagging behind, and the phenomenon of "weakening" represented by "aging" and "weakening" of teachers is increasing year by year.

In recent years, due to the objective synchronization of high-quality education resources with urbanization, high-quality teachers flow to schools in county towns and urban areas, and the phenomenon of "leaving people behind" and "leaving people behind" among rural school teachers is very common. Show in:

First, there is a shortage of teachers. For example, from 20xx to 20xx, there were no new teachers in rural schools in Sangzhi County for ten years. Teachers in all schools are generally short of more than 25%, there are generally no school doctors and full-time boarding teachers, and the logistics service personnel in canteens are temporary workers without staff. Post teachers should be responsible not only for teaching, but also for the life management of boarders. Work fatigue, life management is not in place at all.

Second, the quality of teaching has declined. Rural teachers are generally older, and their sense of responsibility and honor declines, which directly leads to the decline of teaching quality. In rural boarding schools in the county, middle-aged and elderly teachers over 45 account for more than 45%, and young teachers under 35 account for only 20%. The overall mental outlook of the teaching staff is not good, and the people's hearts are unstable. Old teachers muddle along, while young teachers are bent on returning to the city. Even special post teachers try their best to transfer to the city after working for one and a half years. After 20xx years in Sangzhi County, the normal students who were trained in orientation generally broke their contracts after graduation, and none of them went back to their hometown to teach.

Third, professional teachers are very scarce, and the phenomenon of "teaching without learning" is very common. Teachers of music, physical education, beauty, science, literature, biology and geography are generally scarce, and interdisciplinary teaching "multiple teachers" who "study physical education and teach geography" abound in rural schools. With such a teacher, where does quality education start?

Due to the local villagers' tradition of attaching importance to education, Hutianya Nine-year School in Yongding County survived the wave of "merging schools", but now, the phenomenon of "aging" and "weakening" of teachers is also very serious. At present, among the 20 teachers staying in school, only 5 are on-the-job teachers, 2 are special post teachers, and the rest 13 are temporary substitute teachers. In the long run, the teaching staff will be out of touch, and people's hearts will float, so it is difficult to guarantee to maintain the same teaching level as in the past.

Another example is Wang Jiaping Town Central School, which has a profound cultural heritage and a tradition of respecting teachers and attaching importance to teaching. In the past five years, 20 new teachers have been recruited and a number of outstanding teachers have been trained. But every year, they are poached or job-hopping by urban schools or foreign schools through various channels, and now there are only five people left. It is a typical sample of the loss of backbone teachers in rural schools.

(3) Weak local financial resources and insufficient funds for running schools have become the biggest problem that has long plagued the development of rural boarding schools in our city.

For many years, rural boarding schools have been subsidized by finance according to the standards of primary school 600 yuan/year and junior high school 800 yuan/year, but there is no other source of funds. This leads to two "implementation difficulties"

First, it is difficult to implement the basic welfare benefits for teachers. Rural schools are generally struggling in the critical state of "ensuring wages and operation". In order to ensure the stability of teachers, some schools have to use public funds illegally to solve some welfare benefits for teachers. For example, in Hongjiaguan Primary School, the staff 106, the per capita performance salary, year-end one-time bonus, housing provident fund and medical insurance outpatient fund need18,000 yuan/year, all of which should be solved by the school itself. This alone, the school needs to spend 1.59 million yuan, while the school's public funds income is only 60,000 yuan. Even if it is illegally misappropriated, there is still a funding gap. Because rural schools generally can't implement the welfare benefits stipulated by national policies such as housing accumulation fund, it objectively affects the enthusiasm and professional honor of rural teachers.

Second, the supporting facilities for teaching and living services are "difficult to implement". Due to the lack of funds, it is difficult to meet the standards for the expansion and renovation of student dormitory, the installation of boiler and water heater in bathroom, the matching of kitchen utensils, tables and chairs in canteen and the renovation of bathroom. In addition, the updating of teaching experimental instruments, information-based multimedia teaching equipment and books and materials is also difficult to be put in place due to insufficient funds, which seriously restricts the teaching guarantee level of rural schools.

(D) The trend of "staying behind" and "being younger" of rural boarders is increasingly prominent, mental health education is seriously lagging behind, and security risks cannot be prevented.

Due to the adjustment of the layout of boarding schools, almost every remaining school covers Fiona Fang 15-20k m and 3-4 towns with a population of 20,000-50,000. In addition, under the influence of urbanization, it is very common for rural young adults to go out to work, which leads to an increase in the proportion of boarding students of left-behind children in various schools year by year. The proportion of left-behind children boarding students in primary and secondary schools in Sangzhi County has accounted for more than 52% of the total number of students, and some junior high schools have even reached more than 90%. Some primary schools have young boarders even in the third grade. Among other non-boarding students, a considerable number are left-behind children, and their grandparents and other relatives rent houses around the school to accompany them.

At present, rural schools are generally not equipped with full-time psychological counseling teachers and full-time living accommodation teachers because they are not compiled. Therefore, the mental health education and safety management of rural left-behind students are still blank. As a result, rural schools generally reflect the problems of "management difficulties" and "safety difficulties" of left-behind students. Show in:

First, left-behind students generally lack affection and care, and their physical and mental development is generally slow, resulting in many mental health problems. Some left-behind students show bad emotions such as loneliness, depression and mania, as well as unhealthy and irrational behaviors. Teachers who have not received professional psychological training, especially class teachers, have spent a lot of energy to care and guide, and have also achieved some results. However, the care of teachers can't replace the affection of parents, and it can't achieve the effect of professional mental health education.

Second, it is difficult to rectify the surrounding environment of the campus. In particular, the phenomenon that Internet cafes accommodate left-behind students has not been cured. Rural boarding schools are often located in remote areas around the campus, and the supervision power of relevant departments is limited. In addition to the annual centralized rectification actions, it is difficult to supervise in place. Therefore, food safety still has great hidden dangers. Internet cafes, in particular, have been reformed many times, and the school has also strengthened its management. However, on weekends and holidays, it has become an almost impossible task for left-behind students to control the Internet. Some principals lamented: "The teacher took charge of the semester, but students only need to surf the Internet for an hour on holiday."

Third, the school bus policy is difficult to implement and traffic safety is not guaranteed. With the adjustment of the layout of rural schools, the problem of "difficulty in going to school" for left-behind students has become prominent. Most students' journey to school and home becomes more distant, and it is impossible to arrange school bus transportation. Some remote villages don't even have public transport with fixed lines, so students can only take "three noes" vehicles and motorcycles illegally. Overloading happens from time to time, and traffic safety is completely insecure.

Three, on the development of rural compulsory education boarding schools countermeasures and suggestions

Strengthening the management of rural compulsory education boarding schools in ethnic minority areas, improving the quality of rural teaching and ensuring the physical and mental health of rural students is an important foundation for promoting the balanced development of urban and rural education, and is also the basic rights and interests of the vast number of ethnic minority people in ethnic minority areas, which is not only related to the future of every rural student, but also related to the stability of ethnic minority areas. Therefore, we must attach great importance to and seriously study and formulate special support policies that are grounded and effective. According to the careful discussion of education, finance, health, culture, transportation, food and medicine, poverty alleviation and other relevant departments in our city, the following countermeasures and suggestions are formed:

(a) the establishment of special funds for the construction of rural boarding schools in ethnic areas. In recent years, although the state and the province have introduced projects such as "qualified schools" and "overall thinning", there is no special provision to support boarding schools in ethnic minority areas, which is no different from the average subsidy standard for students in ordinary schools. In order to show the concern and support of the state and province for rural education in minority areas, it is suggested to set up special fund subsidy projects at the national and provincial levels for the construction of boarding schools in minority areas in the central and western regions. Strive to use 3-5 years to comprehensively improve the infrastructure and school-running conditions of rural compulsory boarding schools in the central and western regions, so that rural students in ethnic areas have equal school-running conditions and receive equal education.

(two) to formulate a five-year plan for the training of rural teachers in ethnic areas. On the basis of the rural teachers' support plan issued by the state and the province, aiming at the problems of "it is more difficult to train" and "it is more difficult to retain" teachers in ethnic minority areas, it is suggested that a number of local normal colleges should be identified in ordinary normal colleges, and some targeted enrollment plans for ethnic minority education teachers should be specially approved. In the curriculum, we should consider the characteristics of practicality and nationalization, and scientifically formulate relevant management measures and safeguard measures to ensure that these students can "get back, get down and stay" after graduation.

(3) Significantly improve the per capita funding guarantee standard for boarding schools in ethnic areas. Due to the weak financial resources at the county level in ethnic areas, they are unable to bear the proportion of matching funds required by their superiors. It is suggested that the central finance and provincial finance cancel the county-level local financial supporting policies for subsidizing education funds in ethnic areas, and the central finance or provincial finance will bear the full amount. At the same time, establish a long-term funding guarantee mechanism for rural boarding schools, realize the normal operation of schools, the full protection of teachers' welfare benefits and students' boarding living subsidies, and fundamentally solve the funding guarantee problem that restricts the development of compulsory education in ethnic areas.

(four) to establish and improve the personnel management measures for boarding schools. In view of the increasingly serious problem of "weakening" and "aging" of teachers, a special supplementary plan for teachers should be formulated as soon as possible, and it is suggested that the special recruitment plan for teachers in boarding schools in ethnic areas should be appropriately increased every year. We can try to recruit professionals with psychological background from non-normal colleges to enrich the positions of mental health teachers, school doctors and life teachers in various schools. You can also consider entrusting vocational schools to train a group of professional chefs, enrich the canteen staff, and realize the specialization of logistics service personnel in boarding schools.

(5) Strengthen the care for the left-behind students, introduce special policies for poverty alleviation through education, and encourage their parents to return to their hometowns for entrepreneurship and employment. In the final analysis, the problem of left-behind children is the product of urbanization. If the rural development in ethnic areas cannot be fundamentally changed, the physical and mental health of left-behind children cannot be guaranteed. Therefore, it is suggested that special support policies should be specially formulated to help parents of left-behind children in rural areas in ethnic areas, and they should be included in the key targets of industrial poverty alleviation. Policy and financial subsidies should be given as much as possible to facilitate employment and entrepreneurship nearby, so that left-behind children can have a complete family and a complete childhood, and equal education can save a generation of rural children!

Investigation report on the construction of boarding schools II. Education is related to the all-round development of teenagers and the harmonious progress of society. The county party committee and the county government judge the situation, regard education as the biggest livelihood project and give priority to development. In order to promote the implementation of this livelihood project and comprehensively grasp the construction and management of boarding schools, CPPCC has listed this work as an important work topic this year. 10 In the middle and late October, the CPPCC research team went deep into the boarding schools of primary and secondary schools in the county to inspect the school facilities and teaching equipment on the spot, and held discussions with the leadership of the Education and Sports Bureau, town leaders, school committee members and some CPPCC members respectively to investigate the construction and management of boarding schools.

First, the construction of primary and secondary schools and boarding schools in the county

In 20XX, there were public schools 106 in the county, including senior middle schools 1 schools, complete middle schools 1 schools, secondary vocational education schools 1 schools, 8 junior middle schools, 9 nine-year compulsory education schools, 39 primary schools and 38 kindergartens, including 27 private kindergartens. There are 46,053 students in school, including 5 186 in senior high school, 9,746 in junior high school, 20,857 in primary school, 3 196 in preschool and 5,239 in kindergartens, including 2,602 in private kindergartens. The number of students in school has increased steadily compared with 20xx years. Boarders in primary and secondary schools 15 157, including 4,845 in primary schools, 6,388 in junior high schools, 3,505 in senior high schools and 42 in vocational schools1person. The construction area of primary and secondary school buildings in the county is 329,496 square meters, and the dangerous buildings are 26,982 square meters.

There are 2,589 primary and secondary school teachers in the county, including 243 full-time teachers.

Since the implementation of boarding system in rural primary and secondary schools in 20xx, our county has invested a total of1230,000 yuan, which has improved classrooms, student dormitories, toilets, playgrounds, food centers and other facilities in 63 boarding schools, fundamentally changed the appearance of rural primary and secondary schools, and the infrastructure of rural primary and secondary schools has been initially solved, providing certain support and guarantee for the healthy development of rural compulsory education.

Second, the difficulties and problems in the construction and management of boarding schools

(A) The hardware facilities are not matched, which is the key problem faced by boarding schools.

1, insufficient infrastructure. The number of student dormitories in most schools is insufficient, and some students are still boarding outside the school. In particular, the school building of Jijiagou Primary School in Hongchun Town has become a dangerous building. Schools rent farmers' houses for classes, and students live in farmers' houses. Gaotan Town Junior High School Boys' Dormitory is a three-story teaching building built in 1980s. There are more than 50 people in each room, and the largest room has 63 people. Many school dormitories do not have matching bathrooms, toilets and fire-fighting facilities. Jin Ryu Central School has no dormitory for teachers, and some teachers in Maoba Middle School have no dormitory. Gaotan Town Junior High School, Guangcheng Town Central Primary School, Gao Qiao Town Central Primary School and Xiangyang Town Banana School are short of water supply facilities, and teachers and students have difficulty drinking water. Due to the above facilities, the normal life needs of teachers and students cannot be met.

2. Living facilities are not complete. At present, although most schools have restored and built teaching buildings, student dormitories, canteens and restaurants, the relevant supporting facilities have not kept up. Common ones are canteens without canteens, canteens without tables, many students with Sashido, and dormitories without beds. Some schools have small playgrounds, such as nine-year schools in Xiangyang and Gu Huan, and there are no morning exercises and recess exercises in physical education class. According to statistics, there are 28 primary and secondary schools in the county, with a total area of 2,520 square meters, 8 schools with a total area of 54 100 square meters, 55 schools with a total area of 1670 square meters and 4 schools with a total area of 1050.

3. Teaching equipment needs to be improved. At present, most schools do not have teaching equipment with beautiful sound and body, and some school language laboratories, laboratories, libraries and reading rooms exist in name only. There are 550 sets of dubbing physical beauty teaching equipment in 58 primary and secondary schools in the county, including 58 sets of music equipment, 58 sets of art equipment 120 sets and 58 sets of sports equipment. 63 primary and secondary schools need to add 3208 10 books. To improve these supporting equipment and books, it needs to invest 5.5 million yuan.

(2) The uneven allocation of teachers is an important factor restricting the management of boarding schools.

At present, there are some problems in China, such as insufficient total number of teachers, unreasonable structure and unbalanced subject teachers. First, most boarding schools are not equipped with full-time staff, such as school doctors, canteen administrators and student dormitory administrators. And most of the logistics management work is done by in-service teachers, which makes teachers overwhelmed and overwhelmed. Therefore, the health and safety of students is a hidden danger, and individual cases have appeared. Second, there is a shortage of professional teachers. Schools generally reflect the shortage of teachers in English, physics and chemistry, music, fine arts, information technology and other disciplines. The phenomenon of "teaching without learning, learning without teaching" is more common. Third, the mental health problems of left-behind children are more prominent. Due to the lack of care for left-behind children, some students show various negative emotions and unhealthy behaviors such as loneliness, depression and mania, which need the guidance of professional psychological teachers. However, there are no full-time psychological counselors in all schools, which seriously affects the mental health of teachers and students. At present, there are 18730 left-behind children in the county, including primary school 1275 1 person and junior high school 5979, all accounting for 6 1% of the primary and secondary school students in the county, and more than 80% of the students stay behind in individual schools. How to educate and manage the left-behind students and ensure the mental health of the left-behind children has become a mental pressure that teachers cannot solve.

Lack of funds is an obstacle to the quality and efficiency of boarding schools.