内涵发展:民族地区基础教育发展的路径

Connotative Development: A Way to Promote Basic Education Development in Ethnic Areas

我国民族地区基础教育经过几十年的发展,取得了举世瞩目的成就。办学条件发生了巨大的变化,教学设备得到了应有的更新,师资数量不断增加、质量有所提升,适龄儿童的入学率逐年上升,辍学现象逐渐减少。然而,我们还必须认识到,我国民族地区基础教育仍然处在一个相对较低的发展水平,教师教学方法单一,课堂教学效率低下,学生厌学情绪明显、教学质量亟待提升。这些已成为制约民族地区基础教育发展的瓶颈,民族地区基础教育要想获得进一步的发展,必须以课堂教学改革突破口、以课程开发为特色、以校本教研为动力、以教师发展为重点,以制度建设为保障,整合资源、优化结构、提高效能,走内涵发展的道路。

After decades of development, basic education in ethnic areas in China has made remarkable achievements. These can be seen from the dramatic changes of school - running conditions, the update of teaching equipment, the continuous increase of teacher number and the improvement of teachers＇ quality. Besides, school - age children＇s enrollment rate is rising year by year and the number of drop - outs is reducing gradually. However, there are still many problems, such as relatively low development level, simple teaching methods, low efficiency of class teaching, students＇ weariness of study, and poor teaching quality. The problems have become the bottleneck in the basic education development in these areas. For the basic education in these ar- eas to achieve further development, the way of connotative development must be adopted. The concrete measures include reforming classroom teaching as the breakthrough, developing curriculum as the feature, considering school - based teaching research as the power, teachers＇ development as the key point and the system construction as the guarantee. In addition, it is important to integrate the resources, optimize the structure and improve the efficiency.