In the past, to get rid of the fate of "facing the loess and facing the sky", the road was narrow, and going to school was almost the only way. 1977 before resuming the college entrance examination, I recommend going to college. In this way, a person in our village went to a sports institute in Wuhan. After the resumption of the college entrance examination, for a long time, I was admitted to a secondary school, which was also assigned by the state, and I had the status of "cadre", not to mention junior college students and undergraduates.
After decades, the problem of "three major differences" still exists. Otherwise, we will not make great efforts to solve the poverty problem, nor will we carry out the pilot work of "* * * and prosperity" in Zhejiang Province and other places.
This difference is mainly reflected in the fact that the disadvantage of rural registered children attending college has not been fundamentally solved.
Judging from the number of college students, there is a decline in a sense. I remember a leader at that time said in 2009, "When we were in college, rural children in our class accounted for almost 80% or even higher. It's different now. The proportion of rural students has dropped. This is something I often think about. " In recent years, relevant statistics show that the proportion of students in rural schools exceeds 60%. At first glance, it is not at a disadvantage, indicating that the opportunities for rural students to pursue further studies have not been significantly reduced.
But from the quality point of view, the situation is more prominent. According to statistics, the average scores of urban students in the college entrance examination are about 40 points higher than those of rural students. Moreover, most rural students go to college in two or three colleges (vocational colleges). On the contrary, among the freshmen admitted to universities like 985, 2 1 1 or "double-class", the proportion of rural children is deteriorating. For example, among the students in a top school, the proportion of rural college students dropped from 20% to 40% during the period of 1987- 1998 to 15% after 2000, and it is still declining.
Therefore, some people say that "it is difficult to have a child in a cold door"; He also said that "rural students account for more than 60% of college students" is not worthy of applause.
In fact, in recent years, the state has realized this problem, and at the same time, it has also launched the "national special" plan, "university special" plan and "excellent teacher plan", mainly to let rural children enter key universities with scores lower than the ordinary admission line. The enrollment task is undertaken by universities directly under the Ministry of Education and some pilot universities with independent enrollment. At present, more than 90 key undergraduate universities have implemented this plan. It should be said that these measures have, to a certain extent, alleviated the difficulties for rural children to attend key universities.
This situation of getting the opportunity to go to a key university by a specific plan did not exist in the early 1980 s and long after I went to college. At that time, everyone was equal before the score (of course, it refers to the same candidate in the same province, city and autonomous region. In fact, the scores of candidates from different provinces entering the same university are different, even very different).
Now we need specific policy support to alleviate the problem of children's education balance in rural areas, especially in "poor counties" and "border counties" mainly distributed in the central and western regions. It can be seen that the road for rural children to go to college, especially to famous schools, is long and arduous.
Of course, even now, there are examples of rural children being able to attend prestigious schools or even top schools. Two days ago, I saw a report about a farmer in Shuyang, Jiangsu Province. Shuyang is located in northern Jiangsu, which belongs to a relatively developed and underdeveloped area in Jiangsu Province. Parents are out-and-out farmers with their backs on loess. Of the three children, only the eldest got 265,438+065,438+0, and the last two got Tsinghua.
Therefore, the general trend is that rural children are more likely to go to college, but the possibility of entering a prestigious school is not high. Assuming that higher education does not become popular or stays at the turn of the century, it means that many rural children currently studying in higher vocational colleges or two or three schools have no chance to go to college. This imbalance is not only reflected in the basic education stage, especially the compulsory education stage, but also directly reflected in the higher education level.
What are the reasons that hinder rural children from attending prestigious schools? I have many relatives, friends and fellow villagers who are all in the countryside or in the countryside, and I have heard many related stories over the years. Through observation, I think it is mainly the following factors:
-Lack of educational resources.
Educational resources mainly depend on the allocation of teachers, the configuration of hardware facilities such as school buildings, laboratories, libraries, instruments and equipment, and the intelligence of teaching. A relatively concentrated indicator is to see how much money each student has.
The budget of rural primary and secondary schools mainly depends on the county-level financial situation and the corresponding financial input. Obviously, the ability of county-level finance is relatively weak, and many times it depends on financial transfer payment. In addition, relatively poor areas are mostly located in counties. Although they are all "off their hats" now, their fund-raising ability is extremely limited.
Less financial investment and high tuition fees will inevitably lead to low per capita funding, making it difficult to form high-quality teaching resources and attract outstanding teachers to take root at the grassroots level. On the contrary, some teachers with rich teaching experience and good teaching effect have gone far away because of the treatment problem, and have been "poached" by some relatively rich local primary and secondary schools in the form of "talent introduction".
The phenomenon of being "pinched" exists not only at the teacher level, but also at the student level, which is closely related to the uneven distribution of educational resources.
It used to be difficult for teachers to move around, but now it is more frequent. The basic situation is that along the trajectory of economic development in different regions, from towns to counties, to provincial capitals, and even to other places, there is an "upward" moving trajectory. Over time, teachers in rural schools tend to be "hollow" and "aging". Accordingly, the relevant departments have issued policies requiring urban teachers to teach in rural areas or urban teachers to teach in suburbs, which are basically "short-term" as the conditions for professional title evaluation. This "downward" movement can only solve the urgent need, but it is difficult to fundamentally solve the problem.
It is said that the policy of public-funded normal students has been implemented for more than ten years. From the initial point of view of policy design, it is to solve the shortage of teachers in underdeveloped areas, including rural primary and secondary schools. However, in the process of implementation, the normal students trained at public expense by relatively good schools basically went to the provincial high schools, and many of them were key high schools. This explains a problem, that is, young people are unwilling to go to rural schools and schools with weak foundations. Therefore, from 202 1, the "Excellent Teacher Program" was launched, with an annual quota of 1 10,000. After graduation, I went directly to work in primary and secondary schools in poverty-stricken counties and border counties for six years, and the effect remains to be seen.
Objectively speaking, there are obvious differences between urban and rural areas and regions in basic education. Due to the gap of economic strength, the gap of various teaching resources can be described as distinct. I have high school students who teach in middle schools in capital cities such as Zhengzhou and Wuhan. I think they have the opportunity to study in Shanghai, Chongqing, Wuhan, Hangzhou and Xi every summer vacation. Generally, each person spends about 40 thousand a week. Look at my nephew, cousin, etc. They teach in rural junior high schools, so they don't have such opportunities. This is the gap. Imagine how to teach students well if you don't update your teaching concept and don't always know advanced teaching methods. Imagine, if books and materials are in short supply, how can we teach students well if we only rely on a textbook, a teaching reference and a simple search of materials to some extent, and there is no condition for electronic literature retrieval?
-constraints of family economic conditions.
As far as basic education is concerned, the quality mainly depends on the local social and economic development level. On the other hand, family economic conditions are also an important factor. After all, high school is no longer a compulsory education stage, and more expenses need to be borne by families. Moreover, after-class tutoring (although relevant policies have been issued since 20021), accompanying students to study in county towns or even provincial capitals, repeating when they fail in the college entrance examination or are dissatisfied with their grades, and obtaining personalized teaching resources ... all need to be backed by corresponding economic conditions.
In recent years, with the gradual improvement of social and economic development level, the overall income level in rural areas is also rising. But compared with urban residents, the gap is still very large, usually one-third to one-half of the former. From the perspective of expenditure, rural families are generally families with many children. Theoretically, they spend more on a single child and less on multiple children, which makes some families often sacrifice one or a part of their children for education, or after using their strength relatively evenly, there will be low-quality equalization due to dilution. One more thing, the more rural areas there are, the more ceremonies there will be, and even the phenomenon that foundation laying, prefabricated panels and completion in rural areas will be accompanied by ceremonies. In other places, sows must follow rituals when giving birth. It seems that you follow my ceremony and I follow your ceremony, but they are basically wasted on eating and drinking when they go in and out. Low income and high expenditure lead to imbalance, and the space for children to receive education has narrowed, let alone quality education.
-the lack of family education.
Some people study a problem, taking parents' occupation as the dependent variable and whether children can get good academic performance and then get into famous schools as the independent variable, that is, the correlation between "learning hegemony" and parents' occupation. It is found that parents are teachers or civil servants, and it is easier to cultivate "academic tyrants", while parents are farmers or unemployed, and the probability of cultivating "academic tyrants" is at the bottom.
It is definitely not to say that the IQ of rural children is worrying, nor can it be said that rural children do not work hard and pursue progress, let alone that parents do not want their children to succeed. So, what do rural families lack in family education?
Before children are underage, it is an important period of physical and mental development, and it is also a period when world outlook, outlook on life and values are initially formed but extremely unstable. At this time, I just met two important psychological rebellious periods: one is about 3 years old; The second is from 13 to 18. In the previous stage, children were basically around their parents, but in the latter stage, there was a "spatial alienation" between children and parents in many rural families, that is, children's education in junior high school and high school made that kind of education become an unworkable education because of their parents' departure. When children's love, care and education are transferred to grandparents, grandparents and even other relatives, or when they are allowed to be free, children may lose or weaken their awe of reading at the immature stage of their minds.
Parents travel for a living, from the county seat to the provincial capital to other places, ranging from dozens of miles to thousands of miles, from ten days to hundreds of days. There is no way to get along with children day and night, and it is impossible to care about everything, let alone care all the time. And separated for a long time, parents have less contact with the school. After returning home, it is often a holiday, and there are many people you meet. What they say is festive. They really understand children's hearts and care about their studies. The absence of parents at the most important stage of children's growth may be an irreparable defect on the road of children's growth.
On the other hand, the parents of rural families are not well educated, and they don't understand the characteristics of Generation Z and modern education methods. There is no doubt that parents are full of deep love for their children, but many parents are used to spending more money on their children to meet their material needs as much as possible, thinking that this is the performance of love. I don't know that the inner world of children is also extremely rich. Although they are happy in the relatively good life provided by their parents, they cannot be happier in spirit, and may even complain to their parents, resulting in emotional opposition. The occurrence of this situation will also reduce the limited education from parents because of "leaving".
-the dross of the "reading uselessness theory" appeared.
In rural areas, the theory of "reading uselessness" has always had a market, but the background in the past and now is different.
In the past, many rural families had three or four children or more, so they could not go out to work at that time. Everyone is guarding their own acre of land, and life is generally difficult. Children will not go after primary school, and junior high school is better. I thought it was a reading material and went to a high school. Because the enrollment was relatively small at that time, it was rare for rural children to become lucky stars. Since most children still go home to farm even after they go to high school, many people think that reading is a waste of youth. As long as they master the basic calculation methods, everything will be fine.
The current situation is that many rural children are basically ordinary schools even if they go to college, and theory and practice are out of touch. After the continuous expansion of enrollment, college students are like crucian carp crossing the river, and their workplace competitiveness is not strong. Some people don't think that there is no obvious difference between going to college and not going to college from the cost-benefit ratio or the ratio of time and money to actual income. As a result, the "reading uselessness theory" appeared.
Once people have an idea, they usually show it in action. When some parents think that "reading is useless", starting from Adams' theory of fairness, they will reduce their efforts to achieve inner balance. Originally, the foundation of rural education was weak. If children hold the idea of muddling along and want to be different and outstanding, it will be even harder for them to go to heaven.