In reality, we can see that there are three problems that cannot be alleviated in the short term:
The first is the urban-rural difference. At present, the continuous decrease of rural population is the general trend and irreversible. No matter how good the rural development is, it will never be comparable to the cities. Living conditions, education and medical resources in cities are always the best. The reality and objective conditions in rural areas are destined to be rural areas, otherwise cities will not be like cities. That is the reality.
Second, it is also the general trend that there are fewer and fewer children in rural areas. This is not to say that the countryside is not good, but that parents realize the importance of children's education, and children should at least go to school in the county. Rich people are like this. People who have no money may not be able to achieve it because of conditions, but they have ideas. Once they have the conditions, they will do the same. In the case of fewer school-age children in rural areas, the cost of achieving educational balance is too high, unaffordable and unnecessary.
Third, teachers are human beings, and consciousness alone can't solve the problem. People are like this, and guidance is very important. Where there are good places, talents will flow there. And attracting talents only by money can't solve the fundamental problem. Therefore, the core problem has not been solved, and improving the treatment will not have a good effect. What's more, improving treatment can't be substantial.
Fourth, the current system cannot solve this problem. It has become a paradox that not only excellent teachers have been transferred, but also urban teachers have been exiled to rural schools when they have problems. At present, informatization is developing rapidly, but even the best technical means can't replace teachers' own level.
Therefore, solving the problem of education balance cannot be achieved overnight in one place, but fundamentally depends on people's concept and economic development. Personally, I think urbanization may be the fundamental solution to this problem, rather than trying to balance rural education and urban education.
Excellent teachers from villages and towns are selected to enter cities through examinations, and villages and towns become "teacher training centers" of urban schools.
The choice of urban areas is made every year. Almost every year, teachers in our villages and towns enter the urban areas to teach through selection, with at most two or three teachers and at least one or two teachers. These teachers transferred to the city are the backbone teachers in the town, who are young, qualified and have strong teaching ability. Because job transfer is through the exam, the annual job transfer index is 34, and thousands of township teachers take the exam, which shows how fierce the competition is and how many teachers want to enter the city through job transfer.
It is not ordinary people who can stand out in such fierce competition, but the quality is relatively high. After the exam, there is an interview. The content of the interview is a lecture. If you can get high marks in lectures, it means that your teaching ability is good. Therefore, the market transfer can be said to be five levels, and winning is basically the best.
It is not easy to train such excellent teachers in villages and towns. After several years of training, it is difficult to grow into a better teacher. Finally, he made a wedding dress for others, and many township heads were very helpless. They joked that rural schools are the "teacher training centers" of urban schools.
In order to develop education in a balanced way, we must promote the communication between urban and rural teachers. In addition to sending rural teachers to cities, we should also encourage outstanding teachers from urban areas to teach in rural areas.
Nowadays, the balanced development of education is advocated, but excellent teachers from rural areas continue to flow to cities, and rural teachers are already weak, and then some backbones are transferred. How can education develop in a balanced way? However, people go upwards and water flows downwards, and rural schools cannot forcibly retain these excellent teachers. After all, many people spend a lot of time and energy on tuning.
How to solve the problem of weak rural teachers? In fact, there have been similar explorations before. If urban teachers want to be promoted to senior titles, they must have more than two years of teaching experience in rural areas, so that some outstanding urban teachers can teach in rural areas, promote the exchange between urban and rural teachers, and realize the balanced development of education!
Conclusion: Selecting excellent teachers from rural schools in urban areas is beneficial to rural teachers and unfavorable to rural education. The continuous loss of excellent teachers has caused a growing gap in educational resources between urban and rural areas. The solution is to realize the mutual communication between urban and rural teachers, let excellent teachers from cities teach in rural areas, and realize the balanced development of education!
This is a universal problem, which can also be said to be a law, and the imbalance it brings to urban and rural teacher resources is obvious. How to solve it? I think we should first solve the problem of ideological understanding, that is, how to treat it.
There are only two ways for excellent rural teachers to enter the city: individuals take the initiative to apply for requirements and fight for them; Organize recommendation and selection according to work needs.
A friend called yesterday and said that his daughter had worked in a rural primary school for five years and was an older female teacher. She has no object (according to the policy of the local education bureau, unmarried female teachers over 28 who teach in remote towns and villages can apply to transfer to urban schools) and ask to transfer to urban schools. He also said that the relevant leaders of the bureau have promised to fill in a transfer application form and report it according to organizational procedures. But the principal of the school refused to let her go and sign her name (because the teacher's work was so excellent). Let me bend the rules with the director of the education office.
My first feeling is that it is not easy to do. Because of the shortage of teachers in villages and towns, the Education Bureau and the Academic Affairs Office have unwritten internal regulations, and teachers who are released casually generally do not make up for it, and they supervise and restrict each other, which also means shirking their responsibilities. It is normal for the principal not to sign. If he does this, the education office will criticize him. If the director of the Education Office signs the report, the Education Bureau will have something to say. But in any case, older teachers come to the town every year, and the vacant posts should be adjusted or arranged, otherwise it will conflict with the policy of caring for older young female teachers.
Therefore, it involves the subject:
First, do excellent rural teachers want to go to town?
It is normal and necessary for outstanding teachers to apply for admission to the city or for the Education Bureau to select outstanding teachers to enter the city. It is the common wish of every teacher that people go higher and have the opportunity to go to a better environment and use better educational resources to exercise and improve themselves on a larger platform. With the optimization of educational resources and the combination of schools, a large number of rural students enter cities, which is not only the unshirkable responsibility of schools, education management offices and education bureaus, but also an inevitable choice for developing quality education on a large scale and improving the quality of education and teaching.
Second, should the teachers lacking in rural areas be replenished in time?
The answer is yes. In fact, as long as the education authorities work hard, the problem of rural teachers' vacancy and shortage can be solved as a whole. Such as: the distribution of newly recruited teachers, the adjustment between schools, and the rotation of urban teachers to teach in rural areas.
Third, how to maintain the relative balance between urban and rural teachers?
First of all, in reality, not all teachers, including some excellent teachers, require to enter the city or have the opportunity to be elected to the city. There are always some teachers who choose to stay in villages and towns for various reasons, such as family, parents, children, living environment and habits. Among them, there are many excellent teachers who have become the backbone of local rural education and the cornerstone of stable rural education.
Secondly, through the rotation exchange between urban and rural teachers, it can promote the complementarity and integration of educational concepts and teaching methods, and also greatly improve the knowledge level, comprehensive quality and teaching ability of rural teachers.
Thirdly, with the policy of teachers' professional title evaluation continuing to tilt towards rural teachers, wages and various subsidies will be gradually improved, which will certainly stimulate the enthusiasm of rural teachers and promote the stability of rural teachers. At the same time, it can attract more outstanding college graduates and young teachers to join rural education, so that the teaching staff can be continuously supplemented and form a virtuous circle, which can completely achieve the basic balance or relative balance of urban and rural teachers.
Rural teachers flow to cities, which is a knot that cannot be solved at least in a short time. And my understanding of the balanced development of education, education balance is not used to achieve, but to give education a direction to work hard.
It can be said that every region has the situation of selecting urban teachers from rural teachers. From the perspective of keeping excellent teachers in rural schools as much as possible, I think our county's policy has a certain effect among the policies I know about selecting and transferring urban teachers in different regions.
All newly recruited teachers in our county have to go to rural schools, and urban schools can only recruit from rural schools. However, the recruitment of teachers in our county has limited a condition, that is, the equivalence of professional titles and positions.
That is to say, when applying for the teacher recruitment plan, urban schools determine each teacher recruitment position according to the vacancy situation of middle and senior positions in the school. In this case, even if there are middle and senior vacancies in urban schools, the evaluation and appointment of existing teachers in our school should basically stay, otherwise there will be contradictions and dissatisfaction among teachers in our school, so the recruitment positions are basically junior positions.
In this way, all teachers in rural schools who are rated as intermediate and advanced are not eligible to apply for the exam, and only junior young teachers can apply for the exam.
This restriction prevents teachers who have grown up in rural schools from applying for the exam and can leave a group of good teachers for rural schools.
Of course, this is not without problems. On the one hand, all our new teachers must be assigned to the countryside, and they can only apply for the exam after working for three years, so that rural schools will still become training bases for school teachers in urban areas; On the other hand, it is unfair to get middle and senior teachers in rural areas.
But from the perspective of a regional education as a whole, in my feeling, this is really not the way to retain people in rural schools.
I answered a question the other day. Some people say that the treatment of rural teachers is 30% higher than that of urban teachers, and a large number of teachers will be willing to stay in the countryside.
It is undeniable that improving treatment is the fastest and most effective way to keep people in rural schools. However, in my opinion, it is not just the treatment that keeps people in rural schools. Working conditions, living conditions, children's education and many other factors determine that most rural teachers are willing to transfer to cities as long as they have the opportunity.
Therefore, even the regional balance of education is only a beautiful vision.
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That's a good question. Excellent teachers in villages and towns have been selected to enter cities, but rural schools can't attract people. The difference between urban and rural areas is difficult to eliminate.
Every year, excellent rural teachers are selected and transferred to cities. How to achieve educational balance?
The equalization of education cannot be achieved at all.
I. Social environment.
This country is accelerating the process of urbanization. The population of small cities is concentrated in big cities, and the rural population is concentrated in small towns. This has formed a trend, not only for teachers, but also for talents from all walks of life.
In order to develop the economy and relax the restrictions on household registration and student status, as long as you work or buy a house locally, you can go to school nearby. Now it has become a trend for rural areas to buy houses in cities.
Judging from the big environment and trend, the gap between urban and rural education will only get bigger and bigger, and it is impossible to achieve balance.
Second, government orientation.
Although education usually does not attract the attention of the government, it is sometimes the face of the government. How to make your face look good with less money in a short time? Is to concentrate superior forces and become bigger and stronger.
A few years ago, the national universities merged to build a competitive university in this province.
If there is no university at the city and county level, an aircraft carrier-level high school will be built, forming a "one China effect". The practice is to concentrate all the best local students and teachers in No.1 middle school in cities and counties to create fist products to compete with other places.
I once heard the leader of an education department say that our mayor is having dinner with the mayors of other cities, and talking about the college entrance examination should not make our mayor lose face. He said that the enrollment rate of the whole city, we will compare with him.
This practice was strongly opposed by lower schools. Every year during the senior high school entrance examination, county and district directors hold a meeting of junior high school principals, demanding that the outflow of outstanding students be controlled and responsibility letters be signed at different levels. The graduating class teacher has a new task after the exam, going to work in the students' homes, going to the county no.1 middle school instead of the city no.1 middle school. However, this practice is like riding a horse. Which parent doesn't want their children to go to a better school? Which principal dares to disobey the orders of the city bureau?
Students get the best below, and so do teachers. Now rural teachers are seizing this once-in-a-lifetime opportunity and hope to enter the city through various channels, for themselves and for their children. But what can really be done is definitely the best among rural teachers.
The bloodsucking growth of excellent schools in cities has caused serious anemia in rural schools.
Third, the quality of teachers and students.
Due to the above two main reasons, excellent teachers must give priority to large and medium-sized cities, and those with poor conditions in all aspects have to choose rural schools. From the source, there is a big gap between urban and rural teachers' quality. In addition, after a few years, the better ones have been picked away, leaving behind the old, the weak and the sick, and the quality is definitely not as good as that of the teachers in the city.
On the other hand, the quality of left-behind students in rural areas is getting worse. According to the principle of learning from each other's strengths, teachers focus most of their energy on how to manage students and how to deal with students' contradictions, and have no time to conduct teaching research. Rural schools also lack a scientific and systematic teacher training mechanism, so the level of rural teachers will get worse and worse.
Poor teachers naturally can't attract good students and poor students, which leads to worse teaching effect and worse school reputation. There are fewer and fewer places allocated to schools for evaluating professional titles, selecting and promoting, and teachers' enthusiasm is getting lower and lower, eager to make progress. In the long run, the survival of rural schools will be very difficult. How can they expect to keep up with the competition with city schools?
The reasons for the imbalance between urban and rural schools are not unilateral, so the solution cannot be solved by a certain department issuing a certain policy. This requires time, changes in the overall environment and the courage of a visionary.
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I have worked in rural schools for more than 30 years, and I feel that the education balance has not been achieved in these 30 years. As far as the current situation is concerned, it is difficult to achieve educational balance in the short term.
I'm not sure about other schools. Take my present school for example.
Our school is now a nine-year compulsory school. 10 years ago, this junior high school was contracted to private by the town government. In order to train students, the school has added primary schools on the basis of the original scale. Although it has been collected from the people, the size of the school has not changed. From Grade One to Grade Nine, there are nearly 2,000 students in 36 classes. What about the teacher? Less than 1 10 people. There are not enough teachers, and 5-6 people are recruited independently from the society every year. There are only 40 junior high school students here, as well as part-time school leaders and part-time physics and chemistry teachers.
Interestingly, there are five or six college graduates (mostly female teachers) in the school every year, and five or six teachers leave their jobs every year. I don't know the traffic this year. For example, last summer vacation, seven young and middle-aged teachers left at once, and five of them went to the city. Every year, the school has to attend lectures and evaluate classes to train young teachers, and after three to five years of experience, one third of these young teachers have hardened their wings and flew away. Why is this happening? There are two main reasons. First, the conditions are tough, the workload is heavy and the working hours are long. Second, the salary is low, which is a thousand yuan different from the same conditions in the city and county. How to balance in this situation?
First of all, the most important way is to improve the treatment of teachers. Through rural teacher subsidies, teachers' salaries are equivalent to those of high-wage counties and districts in this city.
Second, the education authorities should make unified arrangements to let urban teachers rotate once every few years to "help the poor" and mobilize some "supernumerary" teachers in rural schools.
Third, in terms of promotion, shorten the teaching experience of rural teachers.
Achieving educational balance is a major event, and few hard measures are impossible.
Every year, excellent rural teachers are selected and transferred to cities. Yes, it is difficult to achieve educational balance.
I think the imbalance of teachers is also caused by the imbalance of students. There are more and more students in your city every year. The number of rural students is decreasing year by year.
The number of students in this city is increasing year by year. Except for local students. There are also a large number of rural children flocking to cities. More and more children of migrant workers go to cities. In addition, some rural families pay more attention to their children's education, and send their children to cities early, eager to let their children get the same education platform as students in cities. This situation is getting worse and worse. Therefore, there are more and more children in cities. When the first grade of primary school began to register, parents even lined up outside all night. Compared with the hot scene of becoming a primary school, rural primary schools are getting more and more depressed. In the township primary school where my hometown is located, there are always some students lost in the class after the summer vacation every year. These students all went to the surrounding counties and cities, and some went out with their parents. Some parents pay people to send them to primary schools outside. Students stay and eat in the trusteeship center near the primary school.
Rural teachers choose excellent teachers to transport to cities every year. It will only make the difference between urban and rural educational resources bigger and bigger. Education in rural areas will be worse. I once taught in a rural primary school for two years. In primary schools, not only students are highly mobile, but also teachers are highly mobile. Can't keep a good teacher.
But fortunately, the country has noticed it now. The gap between urban and rural educational resources and conscious regulation. This year, the state not only issued a document some time ago to strengthen rural education in the central and western regions. A chief teacher has been added. The purpose is. Increase excellent educational resources in rural areas. Cultivate a group of outstanding rural education leaders.
In addition, Henan Province has issued a series of policies to increase subsidies for rural teachers. These real money subsidies. It can really warm the hearts of rural teachers. Leave the rural teachers in their posts.
Conclusion: The objective reality is that education in both urban and rural areas is increasing. But the Ministry of Education is also trying to improve this phenomenon. Take it. Methods of increasing chief teachers and increasing subsidies for rural teachers. Retain rural education talents. I believe it will get better and better.
It's hard to balance, even my relatives in rural areas have been sent to the county seat.
Choosing excellent teachers to the county can certainly improve teachers' teaching enthusiasm, but it is really unfair to rural children, because an experienced teacher often leaves, usually a young one, or there is a vacancy, and the teaching quality is difficult to guarantee.
China's reward is that this person can no longer be competent, such as being a professor, becoming an official and so on. Similarly, if rural teachers teach well, there is no need to transfer to the county seat. We can increase income through housing allocation, avoid brain drain and affect teaching quality.
At the same time, the state should formulate relevant policies to encourage teachers to teach in rural areas, increase their income, and formulate preferential policies to form a virtuous circle, thus revitalizing rural education.
Last Friday, when it rained the most this year in our county, the selection of rural teachers in the county was carried out in an orderly manner.
This happens every year, but some people have been worried about the balance of rural education, but in fact, it can be clearly said that the key to the balance of rural education lies in management, not in personnel.
According to the present situation, we take mathematics as an example. There are about 90 registered teachers, and the ratio is almost 5: 1. After the exam, so far, we have learned that there are three teachers within 17 who are unwilling to go to town at all.
Why? Because a teacher is facing a promotion this year, if he goes to town, you can tell him rudely that he will never get a promotion in his life. I mean, on the premise that the current method of implementing professional titles remains unchanged.
Another teacher of 1 told us directly and clearly that he only took the exam to prove that he could pass the exam, not to go to work in the city.
Another teacher accompanied others to apply for the exam. He didn't plan to take the exam himself, and the result was too excellent. However, no matter where he is, he has no intention of teaching in the city at all.
Judging from these, many outstanding people, most of them still stay in the countryside. After all, there are relatively more opportunities, and most people who go to cities are not excellent. The current process is that those who have just worked for three years, passed the exam, and most of them are facing the promotion of their professional titles will not consider this issue at all. After promotion, they are generally reluctant to consider this issue.
Things may be different all over the country, but this is the case here. And ... in addition, many teachers in the county have infiltrated the middle-level politics of the school this year and applied to be ordinary teachers. Because of what? Because of the title problem, city teachers don't have much advantage. Those who stay are all muddling along, or have been promoted to professional titles.
My view may be different from others, but it is only a few partial views and does not represent universality. I wonder if there is such a similar situation in your place.