Does Jane suggest that students take the exam for directional rural teachers, and what is their treatment and future?

I am a rural teacher, why not recommend my children to apply for directional normal schools? I am a rural teacher, and we have a five-year plan to graduate from junior high school. The scores of boys admitted to directional normal schools are several tens lower than those of key high schools, and girls are similar to those of key high schools. My children are in grade three this year, and their grades are not very good at ordinary times. He failed in the key high school, and the directional normal school has a great grasp.

The teacher asked for advice on whether to let the children apply for directional teachers. However, after careful consideration and in-depth communication with children, we all decided to give up applying for directional normal school. Directional normal graduates are assigned to work in rural areas on the basis of the service agreement signed by the competent education department and students, and may not leave or transfer within five years.

The salary of rural teachers has increased in recent years, but it is only limited to the local average. Although there are reports from time to time that the treatment of rural teachers should be improved, most of them are much cry and little rain, and not many of them have been really implemented. This is also an important reason for the imbalance between male and female teachers in rural areas. It is difficult for male teachers to support their families only by salary, so there are few male teachers in rural areas. There are eight teachers in our school, and I am the only male.

Rural students are shrinking, and rural teachers' sense of accomplishment and acquisition is relatively low. Nowadays, the number of students in rural schools is decreasing. Most village primary schools have pocket primary schools with less than 100 students, 30 to 40 students, 10 to 20 students or even 10 students. In such a school, there are more than a dozen students in a class, as few as four or five. It is difficult for teachers to mobilize the classroom atmosphere, and there is often a feeling of nowhere to concentrate. Several students' classes, the same teaching by teachers, have paid a lot of labor, but their sense of accomplishment is not high, and their sense of acquisition is not high.

Conditions in rural areas are relatively difficult. Although departments at all levels have increased investment in education in recent years and the hardware facilities of rural schools have been greatly improved, there is still a big gap compared with the existing facilities in towns and villages. Mosquito bites, remoteness and inconvenient transportation are all reasons that discourage some young teachers.

Conclusion: The rural conditions are difficult, the number of students is decreasing, the treatment of teachers is not high, and the sense of acquisition and accomplishment is not high. Young teachers can't come down or stay, which has become a bottleneck restricting the development of rural education. With the country's emphasis on rural education, rural education is expected to develop better, but there are fewer and fewer teachers willing to teach in rural areas at present, so the revival of rural education has a long way to go!