贫困县农村教育发展的困境及其治理思路——基于对山西省岚县县域教育的调查

The Development Dilemma and Countermeasures for Rural Education in Poverty-stricken Counties——Based on the Survey of Education in Shanxi Province Lanxian County

山西省岚县作为国家级贫困县,其农村教育发展面临诸多困境:群众对高质量教育的需求与教育资源短缺、教育质量低下的矛盾日益突出;政府对农村教育逐渐重视,但政府财政性收入不足使农村教育投入捉襟见肘;城镇化下的农村教育正发生剧变,农村学校布局调整仍无法适应这种变化。以岚县为例,提出治理贫困县农村教育的思路为:转变经济发展方式,加强对教育的重视力度;开展教育实验,积极探索穷县办优质教育的路子;将新农村建设与农村学校建设相结合,实现资源共享;重视城镇化给农村教育带来的种种问题,探索出适合城镇化背景的农村教育道路;广纳贤才,进一步提高教师待遇,配备一支高质量的农村教育管理、师资队伍;公私并举,创设良好环境,积极鼓励和引导私人办学;校企合作,依托产业优势和本地文化为职业中学发展打开一片天地。

Shanxi province Lanxian county,as a national level poverty-stricken county,its rural education development is now facing many problems：the contradictions between masses＇ demand for high-quality education and the shortage of educational resources;the poor-quality education has become increasingly prominent;the government has gradually pay more attention to rural education,but due to the insufficient financial support,rural education investment is not satisfied;urbanization makes the rural education change greatly,but the layout adjustment of rural schools is still unable to adapt to the change.Taking Lanxian county for example,the authors put forward the management ideas for the rural education in povertystricken counties as follows：changing the mode of economic development;enhancing the focus on education;to carry out educational experiments to explore the approach to improve the quality of education in poverty-stricken counties;to combine the construction of rural area with the construction of rural schools to realize the resources sharing;pay more attention to the problems of rural education cause by urbanization to find a suitable method to improve rural education under urbanization;recruit more capable personnel,enhance the income of teachers,and have high quality administrators and teachers;create good environment by both public and private support;encourage and guide non-governmental sectors to run private schools;promote school-enterprise cooperation by relying on the advantage of industry and local culture in order to develop vocational secondary schools.