Inter-school Cooperation:improving The Weak Schools In The Perspective Of Culture

The issue of educational fairness has drawn the world's attention since the mid-twentieth century. Chinese scholars have done plenty of researches on the improving of the weak schools. They have discussed this issue from various perspectives. Particularly, the government and the schools have made great efforts on teaching-assistant, but the results have not been satisfactory.During my post-graduate study, I came across a report on"Ningbo Evening News". The report is about a case on improving the weak schools. It recommends an inter-school cooperation model using culture as the medium. This kind of modle not only has its theoretical basis but also has more advantages and practical significance over other approaches.This article includes six parts:The first part raises the problem and introduces the research ideas. After sorting out the relevant research data and having a preliminary understanding on the inter-school cooperation case between Zhenhai High School and two secondary schools in Daxie, I believe that the lack of culture leads to the poor results of the traditional teaching-assisting methods. I use structured interviews and questionnaires to collect relevant data to find the theoretical interpretation of the theory of the case, and one way to sum up.The second part defines the concept of weak schools, and gives a literature review of the reasons and improving approaches. This study suggests that weak schools refer to a group of schools in a certain space-time conditions, they have relatively poor school conditions, school level is relatively low, school culture is relatively backward, and the social prestige relatively low. The problems within and out the education system result in the weakness of the schools. Scholars from the social, educational systems and schools within the three levels of improvement on the weak school has done a lot to explore, from the teaching side, the culture absence leads to the ineffectiveness of enhancing the weak schools.Part III includes the case presentations, research process and data processing results show. As a recipient of the D secondary school sub-three consecutive years starting from 2007 to focus on secondary schools to send a high-Z one class for one year of study, learn and a year later brought back to Z quality culture in secondary schools. I was in May 2008 began to go to Z, D 2 secondary schools research. The results showed that, despite certain negative impact of such inter-school cooperation, positive effects are dominant The fourth part presents the theoretical basis for culture as the content of inter-school cooperation. This paper employs the theory of cultural change and cultural integration to explain the content of culture as a whole process of inter-school cooperation, utilizes the school culture, "Eco-Tree" model to the theory of cultural elements as a school source of the "cultural consciousness" as a specific cultural infiltration and Ruran in the process of theoretical basis.The fifth part is the theoretical analysis of the case, sum up a weak school principals for a complete operational path. Based on the part of the theoretical explanations, practical case, this article points the formation of advanced culture, brought back and spread of three stages, using the theory of cultural awareness of school culture on the four main components of the major changes in the analysis, and on this basis, sum up the principal on the management-oriented approach.Part VI is the conclusion of the study. Studies show that the use of inter-school cooperation, cultural change and cultural integration of theory, and based on "cultural consciousness" for specific guidance on cultural infiltration and Ruran process is precisely the weakness of the school culture can complete their process of change, from weak to strong.