2. With the development of the national economy, the investment in education has gradually increased. Education not only shoulders the important mission of improving the quality of the whole nation, cultivating all kinds of professionals and enhancing the ability of independent innovation, but also involves thousands of families, benefits future generations and is closely related to the vital interests of the people. With the growth of national strength and the improvement of people's living standards, all walks of life attach great importance to education. Over the years, the central and local financial departments at all levels have conscientiously implemented a series of major principles and policies of the CPC Central Committee and the State Council on giving priority to the development of education, always placed education in a prominent position in public finance, and constantly increased investment in education. The data shows that from 200 1 to 20 10, China's public financial investment in education increased from about 270 billion yuan to about142 billion yuan, with an average annual growth rate of 20.2%, which was higher than the average annual growth rate of fiscal revenue in the same period. According to statistics, from 200 1 to 2065438+. China's fiscal expenditure on education (referring to the part of public budget in fiscal expenditure on education) rose from 14.3% to 15.8%, and education became the largest public expenditure in China. This ratio in China is slightly lower than that in the United States and higher than that in many developed countries such as France, Japan and Germany. In order to achieve the goal of "4% of GDP in education by 20 10" in the Outline of the National Medium-and Long-term Education Reform and Development Plan (20 10) as scheduled, the central government has issued relevant policies and unified the additional system of education funds for domestic and foreign-funded enterprises and individuals. Comprehensively levy local education surcharges; Take measures such as extracting education funds in proportion from land transfer income, and actively expand the sources of financial education funds. With the strong support of national finance for education, I believe that another spring of education in China is coming soon.
3. Education makes the future, and the idea that knowledge changes fate is accepted and put into practice by more and more people, and people pay more and more attention to education. Education needs the strong support of economic development. When the country is strong, the state's investment and support for education will increase accordingly. People are getting richer every day. After stepping into a well-off society, people's demand for spiritual and cultural life is also growing. Therefore, more and more attention has been paid to education. In household consumption expenditure, education consumption is growing day by day, accounting for a very large proportion of household consumption expenditure. According to "China Family Education Consumption Report" of 20 1 1, the surveyed families spend 44% of their total expenditure on education every month. The rapid growth of educational consumption expenditure reflects the importance that China families attach to education.
Challenge: 1, the gap between urban and rural education resources, teaching quality and teachers' treatment tends to widen, and education balance has a long way to go. With the further strengthening of urbanization, a large number of people have poured into cities, which has brought heavy pressure on urban and rural education. On the one hand, under the condition that the education planning and layout in urban areas have not been done well, the number of students going to school in cities has increased sharply, resulting in a shortage of teachers, insufficient school buildings and large class sizes. Therefore, the government has to take measures to select outstanding backbone teachers from rural schools in various ways, and has to focus on the reconstruction and expansion of urban schools. On the other hand, the number of students in rural schools has been greatly reduced, and outstanding young backbone teachers are constantly flowing to cities, which is tantamount to taking a drastic measure. The loss of outstanding teachers has further aggravated the loss of students. The city's high-quality educational resources, priority investment, superior urban environment, generous welfare treatment, comparison psychology and the input of "studious" outstanding students have further widened the educational gap between urban and rural areas, and the education between urban and rural areas has become increasingly unbalanced.
2. The age structure of teachers is unreasonable, the aging is serious, the teaching staff is imperfect, and there is a lack of art teachers such as physical beauty and voice. The phenomenon that "brothers and sisters teach high school, uncles and aunts teach junior high school and grandparents teach primary school" has not been well solved. For example, among the 84 teachers in our school, 30 are over 50, accounting for 35.7% of the total number of teachers, and 44 are over 45, accounting for 52.4% of the total number of teachers. The average age of teachers is around 46. Primary education is the foundation of basic education and the cause of youth. It can barely be maintained by young teachers, which will have a serious impact on the development of students. At the same time, rural primary schools generally lack full-time teachers in English, information technology, music, physical education, aesthetics and other majors, so it is extremely difficult to open a course well.
3. The increase of left-behind children has brought heavy pressure to school safety management and the improvement of teaching quality. There are more than 450,000 primary and secondary schools in urban and rural areas, about 90,000 teaching points in rural areas, more than 20,000 kindergartens, 2 1 10,000 primary and secondary school students, and 22 million children in kindergartens, of which nearly 80% are in rural areas. With the development of economy and the increase of migrant workers, the situation of intergenerational education in rural areas is becoming more and more common. In 2009, the number of left-behind children in China has reached more than 58 million. Because the parents of left-behind children are in other places, the children have long lacked parental care. Due to various factors, grandparents can't communicate and educate the left-behind children directly and effectively, which makes family education almost blank. The safety, education, health and psychological development of left-behind children are worrying, which also brings heavy pressure to the safety management of schools and the improvement of teaching quality.
4. The government's insufficient investment in education has affected the purchase and renewal of teaching equipment, thus further restricting the improvement of teaching quality. Although with the development of China's economy and national strength, the state's investment in education is increasing year by year, from the direction of China's overall investment in education, the main funds are spent on the development of higher education, and the proportion of investment in basic education is not large, and the education expenditure structure is unbalanced. The education expenditure of most countries in the world generally presents a pagoda-shaped structure, that is, when allocating education funds, priority should be given to meeting the capital demand for the development of primary and secondary education, and on this basis, the investment in higher education should be increased. At present, China, on the contrary, invests a lot of limited education funds in the field of higher education, which makes the proportion of higher education investment in China higher, not only higher than that in developing countries, but also higher than that in developed countries, resulting in dislocation of education funds and weak basic education, thus affecting the overall improvement of national quality to a certain extent; At the same time, this unbalanced educational expenditure structure is also extremely incompatible with the development scale and objectives of various educational undertakings, which seriously hinders the development of education in China. Moreover, the basic pattern of basic education investment in China is mainly local burden, and the central and provincial governments only provide a small amount of subsidies. The county and township governments in most underdeveloped areas have weak financial resources, but they bear most of the compulsory education funds. This makes the development of basic education in China closely related to the local economic development level, which leads to the increasingly difficult situation of basic education development in underdeveloped areas. Jiangxi, located in the central region, has a low level of economic development in the country. Therefore, the investment in basic education is low, and the financial resources that local governments can provide for education are very limited and there are many debts. The aging teaching equipment in rural primary and secondary schools cannot be updated in time due to lack of funds. In the application of teaching hardware and modern educational technology, there is a big gap with urban schools, and the gap in teaching quality is also widening.
5. Quality education falters in the shadow of exam-oriented education. Up to now, the talent evaluation criteria and talent selection methods have not fundamentally changed, and the basic education in primary and secondary schools still revolves around "scores". Although quality education has been put forward for many years and many schools have made efforts, many schools and teachers dare not carry out quality education in a big way because of the "score-only" assessment of superiors and parents' requirements for high scores. Although quality education is "but we called for it a thousand times and urged it a thousand times before she started coming to us", under the strong pressure of exam-oriented education, it still shyly "hides half her face behind her guitar so that we can't see it".
6. The low quality of parents is in sharp contrast to the phenomenon that parents demand too much from school teachers, and parents are accusing and complaining more and more about schools and teachers. Many parents, especially the grandparents of left-behind children, have outdated ideas and low cultural quality, but they are eager for their children's success in life and have a profound understanding of education changing their destiny. However, they think that families only provide food, clothing, housing and transportation to meet children's food and clothing, and teaching and educating people is entirely the responsibility of schools and teachers. They can't tell the relationship between family education and school education, and don't understand the importance of family education in the process of children's growth. They put all children's problems in study, life, conduct and psychology on schools and teachers. When children have problems, they don't reflect and summarize, but blame and blame schools and teachers.
Countermeasures: 1. Strengthen publicity and make full use of national policies. The policies promulgated by the Party and the government are undoubtedly beneficial to the development of education. However, in practice, due to various reasons, the original red and attractive good policy has been shrinking from top to bottom, but it is only skin and bones when it is finally implemented at the grassroots level. Therefore, as the most basic education manager, the principal should not sit in the office waiting for the arrival of the policy, but should study, understand and publicize the policy in time, take the initiative to pay attention to the development of education, actively ask and urge the relevant departments to implement the policy, make full use of the policy, and promote the sound and rapid development of basic education.
2. Promote the balanced development of education and establish a mutual assistance and interaction mechanism between urban and rural schools and teachers. The imbalance of education is reflected in the imbalance of facilities, teachers, teaching, management, teachers' treatment and teaching environment. This imbalance exists not only in urban and rural schools, but also in central schools, village schools and teaching points in the same town. Therefore, in order to achieve educational balance, we must first shorten the gap between central schools, village schools and teaching points in the same township, so that students in the same township can enjoy the same educational rights and opportunities. Secondly, we should implement the balanced development of urban and rural education on the premise of balanced development of township schools. Therefore, it is necessary to establish consistency between central schools and village schools, between teaching points and between urban schools and rural schools in terms of education investment, curriculum setting, teacher training, teaching management and welfare treatment, so that children in urban and rural areas can enjoy the same education under the same blue sky, and teachers in central schools and village schools, teaching points and cities can enjoy the same rights and treatment, so that they can experience the same justice and dignity in rural and urban areas.
3. Stabilize the teaching staff, enrich high-quality teachers and consolidate the status of rural basic education. The key to education lies in teachers, and the balance of high-quality teacher resources is the key to realize educational fairness and balance. Therefore, one of the most critical factors of the current imbalance between urban and rural education is the lack of a large number of outstanding backbone teachers in rural areas. The age structure of teachers in rural schools is too large, there are few young teachers, and there is a shortage of full-time teachers, especially full-time teachers of Body Beauty, so the courses cannot be offered according to the standards. These factors are the important reasons why children from wealthy rural families go to cities to study, and the number of students in rural schools has dropped sharply. Therefore, it is necessary to establish an incentive mechanism to encourage outstanding teachers to teach in weak rural schools, recruit young teachers to enrich the grassroots, increase the introduction of art teachers, and ensure that all courses are offered in an all-round way.
4. Reform the education evaluation system and establish new standards for comprehensive and objective evaluation of schools and teachers. Although the current teacher evaluation involves morality, ability, diligence and other aspects, its core is still the performance evaluation related to teachers' vital interests. Students' test scores are related to teachers' annual assessment, promotion of professional titles, and evaluation first. Due to the influence of educational evaluation mechanism and utilitarianism under the market economy, some teachers only pay attention to teaching performance and ignore other requirements. The education authorities evaluate schools according to test scores. Schools and parents also evaluate teachers through exam results. As long as the students in their class get good grades and "score theory is successful or not", as long as they are outstanding, they will "cover up all ugliness", and outstanding performance will become a considerable capital for inviting merits and rewards, and all defects and deficiencies can be erased. Although teaching quality is an important basis to measure the advantages and disadvantages of a school or a teacher, the real purpose of education is to put people first, implement quality education and train students into all-round talents. If the evaluation system can't reflect the purpose of education well, it will easily lead people astray and deviate from the direction. Therefore, it is particularly important to actively build a scientific teacher evaluation system with guidance, encouragement, supervision and feedback.
5, increase investment in education, to ensure that education funds can be in place in full and on time. Although the Chinese government has increased its investment in education funds, the total scale of education funds has shown considerable growth, but in terms of relative number and average, China's education investment has shown a downward trend year by year. In relative terms, according to the international index to measure the scale of education investment-the proportion of education investment in GNP and the proportion of education investment in total fiscal expenditure, the proportion of education investment in GNP in China dropped from 2.77% during the Sixth Five-Year Plan period to 1.95% during the Eighth Five-Year Plan period, compared with the world average of 5.2%, which is low. On the average, in recent years, although the country has greatly increased the expenditure on education funds, the number of students and teaching staff has increased even more, resulting in the proportion of education funds in the per capita budget of only 1 1.28%, far below the average level of developing countries 1992, not to mention the average level of more than 20% in developed countries. China is the most populous developing country in the world. It is impossible to run large-scale education with limited financial resources and reach the level of moderately developed countries in one step. However, the investment in education should be increased year by year, and the distance with developed countries should be gradually shortened. By developing education, a country with a large population will be transformed into a powerful country with talents. After the national and local budgets, education funds should be allocated in full and on time as planned. Many grass-roots schools "wait for food", and the phenomenon of defaulting, misappropriating and crowding out education funds occurs from time to time, which has a negative impact on the development of schools.
6, close contact between home and school, strengthen exchanges and communication, play the role of home-school cooperation linkage. Suhomlinski said, "A good school education is based on a good family education. Without good family education, no matter how good school education is, it is difficult to achieve the expected results. " Therefore, the development of schools and the healthy growth of students can not be separated from the joint efforts of schools, families and society. Schools should strengthen contact with parents, communicate by telephone, text messages, home visits, making home-school contact lists, holding parent-teacher conferences, or building online platforms to form a good relationship of mutual trust and close cooperation. Moreover, schools should strengthen contact with village communities and all walks of life through various channels and ways, gain their trust and support for school work, fully mobilize all positive factors, and work together with Qi Xin to manage people well.