Allocation of resources to explore the status of basic education in rural areas and Solutions毕业论.docx
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AllocationofresourcestoexplorethestatusofbasiceducationinruralareasandSolutions毕业论
AllocationofresourcestoexplorethestatusofbasiceducationinruralareasandSolutions
PaperKeywords:
statusofrural-basedmeasuresofeducationalresourcesAbstract:
Sincethereformandopeningup,China’srural-basededucationalresourcesarematuring,buttheconditionsoftheirschooleducation,comparedwithurbaninfrastructure,isstillfar,therefore,understandthestatusofresourcesforbasiceducationinruralChina,tostudyhowtostrengthenourresourcesforbasiceducationinruralareasdevelopment,optimizationofresourceallocationforbasiceducationinruralareas,tomaximizetheeffectivenessofresourcesforbasiceducationinruralareasisimportant.Inthispaper,theallocationofresourcesforbasiceducationinruralareastoanalyzethesituation,andthenproposeasolution.
Educationalresources,ingeneral,includingfinancialresources,materialresources,humanresourcesandmanagementofresources,severalaspectsofthereformandopeningup,China’srural-basededucationalresourcesarematuringatthesametime,wecanseethatbasiceducationinruralChinaschooleducationcomparedtobasicconditionsandthecityisstillfar,therefore,understandthestatusofresourcesforbasiceducationinruralChina,tostudyhowtostrengthenourresourcesforbasiceducationinruraldevelopment,optimizingtheallocationofresourcesforbasiceducationinruralareas,ruralinfrastructuretomaximizetheeffectivenessofeducationalresourcesisimportant.Inthispaper,theallocationofresourcesforbasiceducationinruralareastoanalyzethesituation,andthenproposeasolution.
First,thestatusquoallocationofresourcesforbasiceducationinruralareas(Aseriousshortageoffinancialinvestment.
Comparedtourbaninfrastructureinvestmentineducationfundingsituation,ourlong-termfundingforbasiceducationinruralareasatalowlevel,althoughthissituationchangedoverthepastdecade,butitsproportionofinvestmentineducationisstilllow,eveninrecentyearsandadownwardtrend.
Infact,thestate’sfinancialinvestmentineducationismorelimitedforurbanbasiceducation.Althoughthestatetoensurecompulsoryeducationintheworkmadegreatefforts,buttheurbanbiasintheactualinvestmentinbasiceducation,thepatternofrural-urbangaphasnotbeenfundamentallychanged.Itisbecauseofthelowleveloffinancialinvestment,manythenormaloperationofbasiceducationinruralareasisverydifficult,nottomentionimprovetheirconditions,improveteacherquality,improvethequalityofteachingandotheraspectsofreform.
(Tworuralschoolconditionsinruralbasiceducationinpoor,urban-ruralgapisgrowing.
InChina’svastruralareas,duetotheimpactoftheoldschoolsystem,basiceducation,thereisemphasisonquantityratherthanquality,theeffectivenessofthephenomenonofthespeedoflightweight,resultinginruralbasiceducationinhuman,financial,andmaterialwasteofresourcesofarangeofissues.
Educationalequity,intheneweraofChina’seffortstodevelopaneweducationalconcept,butinbasiceducation,thepolicyisstilltiltedtothecity,urban-ruralgapisstillwidening,leadingtotheschoolandbetweenschoolsintheschoolconditions,schoollevel,schoolqualityandefficiencyinallaspectsofthegapiswidening.toBozhou,forexample,notonlyagoodschoollibraries,laboratories,aswellassupportingthefullrangeofsports,plasticrunway;poorruralschoolsarenotevendecentclassrooms.Theresultwillbereportedasthenewspaper:
‘ThebestprimaryandsecondaryschoolsinChina,theworstschoolsareChinese.’
(Threeteachersconfigurationunreasonable.
Basiceducationinruralschoolsatalllevels,theteachersthereareconsiderableresourceallocationproblems,specificallyinthefollowingtwoaspects.
Congverticalpointofviewofbasiceducationteachersinresourceconfiguration农村unfair.Shishijiaoshiresourceallocationofthemainunit,accordingtotheclassificationofmanagementauthority,intheirownareasofcompetenceaprioritytomeetthedemandforteachersinschoolsunderitsjurisdictionintheactualoperation,onceforeachteacherresourcesonscreeninganumberofrelativelyhighqualityteacherstomeetthepriorityneedsofurbanschools,thentomeettheneedsofruralschools.Thisunequaldistributionofteacherresources,resultinginexcellenturbanschoolteachersgettogethertoformhiddenwaste,whileteachersinruralschoolsisaseriousshortageofresources,therebywideningtheruralschoolsandurbanschoolsinthegapbetweenschoolconditionsandstudentaccesstoeducationalresourcesinthegap.
Fromthehorizontalpointofview,theproportionofruralprimaryandsecondarystudentsandteachers,lackofcoordinationstructureisirrational.Student-teacherratiocanreflectacertainlevelofefficiencyintheuseofschoolteachersandaregionaldistributionofteachersaccordingtoeducationstatisticalbulletinshowsthatinthevastruralareas,highteacher-studentratio,andyearbyyeargrowthtrend.
Meanwhile,theirrationalstructureofruralprimaryandsecondaryschoolteachersteachersresourceallocationisamajorprobleminruralprimaryandsecondaryschoolteachersirrationalstructuremainlyinthedisciplines,education,agestructureandtitleofthesefouraspects.Forexample,thesubjectstructureconfiguration,morethanhalfofruralschools,thelackofart,music,sports,foreignlanguages,computerteachers,thereisnocorrespondingprofessionalgraduateteacherswillingtogotoruralschools,andthuscannotproperlysetupthesecourses.
(Dlackofmaterialresources,utilizationislow.
China’scurrentbasiceducationinruralareasoftheactualsituation,amajorproblemisthatmostschools,equipment,facilities,orwiththelackofaseriousshortage.Onlyasmallnumberofruralprimaryandsecondaryschoolsabouthalfestablishedalaboratory,butthevastmajorityofschoolsdonotpressteachingrequiresfullyservicedlaboratoryinstrumentssothereisalackofmaterialresourcesasotherresourcescausedbyinternalfriction.Althoughstateeducationfundingforbasiceducationinruralareasandincreasedcapitalconstructionhardwareinvestment,butstillveryurban-baseddistanceeducation,suchasobsoleteequipment,andmostitemsareoutofcityschools,dangerousareaincrease,schoolstudentsarefarlessthanthenationalstandards,facilitiesandequipment,etc.YintiMeiisalmostempty,eveniftherecannotbeusednormally.
(Fiveseriouslackofmanagementcapacityofhumanwaste.
Manyschoolsofbasiceducationinruralareasleadingtheirqualityisnothigh,resultinginthemajorityofpoormanagement,leadingtotheschoolmanagementsystemisnotperfectpresentprimaryandsecondaryschoolleadersgenerallyloweducationlevels,mostlysecondaryandsecondaryqualificationsorbelow,Evenwithsomeoftheleadingundergraduatedegreeisobtainedthroughtrainingorshort-termtraining,thegenerallackofbasicliteracyeducationtheoryandmanagementtheory,managementofschoolsisverylowefficiencyinthemanagementevenworkedoutagoodexperience,butalsobecauseofthelackoftheoreticalknowledgeAnd,itisdifficulttopromotetheuseofduetotheleader’squalityisnothighandcausedaseriouswasteofmanmorecommonandsevere.
Second,theallocationofresourcesforbasiceducationinruralareasthestatusquoofcountermeasuresTopromotethedevelopmentofbasiceducationinruralareas,tokeepupwiththeneedsofthetimes,Ithink,fromthefiveaspectsoftheintegrationofresourcesforbasiceducationinruralareas.
(A)toincreaseinvestmentinbasiceducationinruralareas.
Itcanbeseen,thestateincreasedinvestmentinbasiceducationinruralareashasmadeconsiderableefforts,butneedtochangethestatusquointermsofbasiceducationinruralareas,arestillunabletosolveaseriesofquestions,sohopethatthestatefundingforeducationassoonaspossibleregulations,tomakeeducationfunding,spendingalegalbasis,itshowsthattherationalityofthepolicyandauthoritytodisciplineandpunishlawoflocalgovernmentfundingforeducationuseinnon-standardbehavior.
Inaddition,multi-channelinvestmentcommunitycanmobilizetheenthusiasmofschool,activeuseoffiscalandtaxpoliciestoencourageenterprisesandindividualsinvestineducationordonationstoschools,soastocontinuouslyimprovethemulti-channelfinancingofeducationfundingsystem.
(Bimprovetherural-basededucationmanagementsystem.
Asmentionedabove,inrecentyears,ruralbasiceducationmanagementsystemhasachievedsomesuccess,atalllevelsoflocalgovernmentisbasicallyincreasedunderstandingofthestatusofbasiceducationinruralareas,furtherdefinedthetaskofdevelopmentofbasiceducationisrecommendedthatthegovernmenttakeeffectivemeasuresto,thebasiceducationinruralareas,‘threeschools,twomanagement’systemtospeedasquicklyaspossibleinto‘theimplementationoftheStateCouncilundertheleadershipoflocalgovernmentisresponsibleformanagementatdifferentlevels,thecounty-based’system.alllevelsofgovernmentensuretherationalallocationofeducationalresourcestoachievethefundamentalgoalsofbasiceducation,tofurtherimprovetheexistinginvestmentinbasiceducationsystem,establishingthebasisoftherelativeconcentrationofresourcesintoeducationmanagementsystem,whichisverynecessary.①Center
(threeeducationalresourcestoimprovethemanagementleve