What are the reasons for the poor teaching quality in rural middle schools?

1 The academic problems of rural students have been basically solved, but the problem of learning at school is still outstanding.

With the further implementation of the Party's policy of enriching the people and benefiting the people, the rural economic conditions are constantly improving, the people's living standards are constantly improving, and the people's demand for diversified education is also growing. However, due to various factors, this demand can not be well met.

At present, every township or several townships have or jointly run a junior high school. At the stage of nine-year compulsory education, students in the jurisdiction can basically enter the school without examination nearby, and their learning problems have been well solved. However, the difference between township middle schools and urban middle schools is very prominent, that is, there are so-called good schools and poor schools. Good schools are superior to poor schools in many aspects, such as school conditions, teachers' equipment, teaching concepts, teachers' treatment, students' sources, government support, social assistance and so on. Students in cities study in towns and enjoy high-quality educational resources. It is generally unwilling and impossible to study in the countryside, but it is generally not so easy for rural students to study in the city. First, the education policy does not allow it. In order to achieve a balanced development of education, students should not be blindly squeezed into one or several regions. Even if parents ask to transfer students to the city, the procedure is very complicated; Second, the family conditions of rural students can not meet the needs of students who come to study in cities. Rural students coming to study in cities will inevitably increase the cost of family transportation, living, support, education aid and social practice. Generally speaking, rural students' families are unwilling or unable to pay this fee, and it is not necessary. Therefore, compared with urban students, rural students are born a big step behind in the starting point of education and fair environment, which is an important bottleneck restricting the improvement of teaching quality in rural junior high schools.

2. Insufficient investment in education, and the strategic position of giving priority to education development has not been fully implemented.

Although the CPC Central Committee and the State Council explicitly requested that education be given priority in the 11th Five-Year Plan, and mobilized the whole party and society to fully implement the Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) in the 12th Five-Year Plan, and insisted on giving priority to education and promoting the scientific development of education, this policy has not been fully implemented in grass-roots organizations. Mainly in the following three aspects:

2. 1 The city and county governments do not know enough about the strategic significance of giving priority to the development of education, and their investment in rural education is seriously insufficient.

Education is the national economy and people's livelihood. The vast countryside is the main source of students, and education should occupy a large proportion in rural areas. The outline of education planning has been fully deployed, requiring party committees and governments at all levels to earnestly implement it in accordance with the working principles of giving priority to development, educating people, reforming and innovating, promoting fairness and improving quality, so as to ensure that China will basically realize education modernization by 2020. Party committees and governments at all levels are required to ensure that economic and social development plans give priority to ensuring education development, financial funds give priority to ensuring education investment, and public resources give priority to meeting the needs of education and human resources development, so as to form a scientific and standardized system as soon as possible. It is necessary to change the government's educational management function, implement the government's responsibility for developing and managing education, actively promote the construction of basic public education service system covering urban and rural areas, and gradually realize the equalization of basic public education services. However, the implementation of these policies and behaviors has not been well reflected in the work of some county-level governments. Even in a few government documents, education planning and development, especially rural education, are rarely mentioned. Grass-roots organizations regard economic development as everything, ignoring the role of education, especially rural education, in economic and social development. Lack of understanding leads to insufficient investment in education funds. Compared with students in urban schools, students in rural schools have little or no access to modern teaching methods and educational resources. Students in urban schools can know what is happening in the world without leaving home, while students in rural schools can only rely on a few TVs and outdated newspapers to get little so-called news. It's really called "ears open, read only sage books". Teachers are behind closed doors and frogs in the well, lacking opportunities and skills to go out for further study, broaden their knowledge and acquire the latest knowledge. Due to the lack of understanding, fundamentally improving the teaching quality of rural middle schools can only be empty talk.

2.2 The township government's support for education in this area is not enough.

At present, some rural township governments and rural middle schools in this area are basically fragmented, and there are few horizontal and vertical links. The government is the administrative department, and the understanding of the spirit and the development of the work come from the higher government departments. Rural middle schools are directly led by the county (district) education bureau, and their work performance is assessed by the education bureau, which has little to do with the township government. Although the township government has set up a leader in charge of education, its leading role is not strong in essence, let alone guiding, planning and implementing the educational development in this region. The development of rural education can not be separated from the support of the local government, and it is difficult to have strong vitality, which is also a common problem faced by rural middle schools at present. The expansion of campus, the collection of activity venues, the maintenance of teaching rooms, the acquisition of equipment and facilities, the enclosure of agricultural bases and the improvement of the environmental safety level around campus are far from enough, and the investment of local governments in local education is largely dead letter. Even some governments don't even go to local middle schools on Teachers' Day to express their condolences to teachers who are fighting in the front line, and donate money to help them solve practical difficulties, which is often empty talk. The township government has not fundamentally realized the importance of giving priority to the development of township education, and its efforts to improve the teaching quality are doomed to failure.

2.3 Education authorities did not strengthen their own functions, and the coordination of surrounding relations lacked initiative and effectiveness.

As the superior department in charge of rural middle schools, the Education Bureau's main functions are school layout, planning, development, business guidance, teacher allocation and performance evaluation. According to common sense, all organizational members of the Education Bureau can only be leaders and management experts or business experts. However, due to many factors, the functions of the Education Bureau itself have been greatly reduced, and it is not uncommon for laymen to lead professionals and laymen to guide professionals. It is not normal that the director in charge doesn't understand the business, the person in charge of the stock room gives random instructions when going to the school for inspection, the teaching and research staff doesn't know how to evaluate the class in class, and the teachers are randomly transferred according to the actual situation of each school. The healthy development of rural middle schools is inseparable from the supervision and inspection of functional departments. It is understandable that many functional departments come to the school only to inspect and guide the work, but most of them are profitable. If school is boring, so is work. If school is boring, there must be something wrong with work. Their work has nothing to do with the improvement of school teaching quality. From the beginning of each semester to the holiday, it is normal for the county education bureau to come to the school for inspection, such as the National People's Congress, the Bureau of Quality and Technical Supervision, the health and epidemic prevention station, the price bureau, the audit bureau, the insurance company, the film company, the state, the local taxation bureau and the traffic police squadron. The township government is coming, and all seven stops and eight stops are coming. The school has almost become a bag of Chinese cabbage that can be peeled casually, and everyone who comes wants to peel one. Half of the principal's energy is spent on the inspection of these functional departments, which has a serious impact on teaching. However, in these inspections, the Education Bureau generally turned a deaf ear, rarely took the initiative to coordinate or reduce the burden for the school, and seriously lacked the initiative and effectiveness in dealing with external relations. The education authorities are still so clear that the headmaster can't put all his energy into improving the teaching quality, so it is impossible to fundamentally improve the teaching quality of rural middle schools.

3. The educational system and mechanism are imperfect, the vitality of running a school is insufficient, the educational structure and layout are not reasonable, and the development of urban and rural education is unbalanced.

3. 1 The shock of educational reform has had a negative impact on the teaching quality of rural junior high schools to some extent.

In some areas, especially in rural areas, the reform of education and personnel system is not based on the needs of the school's own development or the actual needs of education and teaching, but on the short-term brand effect of some famous schools in urban areas or human factors, which leads to a large number of excellent teachers flying southeast and blindly squeezing into cities, leaving old, weak, sick or inexperienced teachers in rural areas. Overcrowding of schools in urban areas and shortage of teachers in rural areas have led to extremely unstable teachers. On the one hand, the consequences directly affect teachers' classroom teaching mood, and teachers tend to feel sorry for themselves, lacking enthusiasm and initiative in their work, and unable to settle down and concentrate on teaching and research; On the other hand, some teachers work overtime, increasing students' schoolwork burden at will, which makes students overwhelmed. Students think that learning is an arduous task and the school is a prison. Similarly, the new curriculum reform is out of touch with the reality of some poor rural schools. Due to the backward concepts of transportation, information and education, rural schools and teachers become "outsiders" in the curriculum reform, and often fail to achieve the due teaching effect.

3.2 A large number of rural laborers flock to cities, and the family education of left-behind students is seriously lacking.

As a large number of rural laborers flock to cities, the level of left-behind students in rural areas has increased. Most of the left-behind students are "only children" and "little emperors" at home. Because I have lived in a "greenhouse" for a long time, I lack the ability to take care of myself, have strong dependence and have a willful temper. Once you lose the discipline and supervision of your parents, you will encounter some difficulties and setbacks in your study. You will not listen to the teacher's teaching and advice, so you choose to give up. Or slightly affected by the external environment, regardless of the rules and regulations of the school, it is easy to corrode and deteriorate; Coupled with the excessive connivance and doting of grandparents, over time, they lost confidence and restraint in learning and became a runaway wild horse. Absence from class, truancy and trouble are common, which not only delays one's studies, but more importantly, further affects other students, resulting in unhealthy school style of study, low teaching effect and declining teaching quality.

3.3 The allocation of funds is divorced from reality, which is far from meeting the needs of rural junior high school development.

In recent years, although various education authorities have recruited some young teachers to supplement rural middle schools, they are far from meeting the needs of rural middle schools. The contradiction of rural middle school teachers is still very prominent, which is mainly manifested in the following aspects: ① The rural middle school teachers are seriously aging, and there is a serious fault in the teachers' team. "Grandparents teach primary schools, uncles and aunts teach middle schools, and brothers and sisters teach high schools" is a true portrayal of the current composition of rural teachers. Some schools can't find young teachers under the age of 30, the demand for young teachers is in short supply, the training of old teachers can't keep up, and teaching is seriously lacking in vitality and vitality. At present, although the number of teachers in rural middle schools can meet the teaching needs on the whole, the structure of teachers' disciplines is unbalanced, and there are no full-time teachers in English, music, fine arts, physical fitness, geography, biology, history and other disciplines. have much/many

In rural middle schools, the so-called "miscellaneous subjects" are music, fine arts, physical fitness, special research, community service and comprehensive practice, information and so on. All of them are part-time teachers from other disciplines, and there are few teachers who teach professional courses. (3) A large number of key teachers have been transferred, resulting in vacancies that cannot be replenished in time or remain vacant. It is common for a teacher to teach two or more subjects. (4) Due to the "low threshold" of teacher qualification certificate, it is difficult for new teachers to enter the role at first, and it is difficult to adapt to the requirements of the new curriculum reform in a short time. It takes a relatively long process to get familiar with the major. All these factors restrict the improvement of school teaching quality.

3.4 The current textbooks are unrealistic and difficult, which leads to some rural junior high school students' lack of interest in learning.

At present, the textbooks used in rural junior high schools are the same as those used in urban junior high schools, but the curriculum standards and textbooks based on the development characteristics of urban students are far from the reality of rural and students. In the 1980s, the difference between urban and rural areas at that time was not as obvious as it is now. At that time, the teachers, teaching materials and teaching methods of rural junior high schools were timely, basically suitable for the social development at that time, which trained a large number of qualified workers for the society at that time and delivered a large number of qualified freshmen for higher schools. However, with the deepening of curriculum reform and the influx of rural surplus labor into cities, the new curriculum standards and textbooks used in rural junior high schools have not adapted to the rural reality. City-centered and knowledge-centered curriculum content has dampened the learning enthusiasm of some rural junior high school students with learning difficulties, resulting in some students being tired of learning and dropping out of school. Teachers in rural middle schools also feel inappropriate, so the improvement of teaching quality will be greatly reduced.