ResearcResearch On Current Situations Of Rural Weak Junior Middle Schools Of Poverty-Stricken Areas And Improvement Strategies

Rural weak junior middle schools of poverty-stricken areas are an importantrepresentation of the imbalanced development of elementary education of China. Notonly have them brought some certain harm for our country's elementary educationdevelopment, but also they have caused a series of social problems. This research'smain purpose lies in the enhancement of rural middle schools running potency,making them satisfy people's need for receiving quality education, balancingeducational resources, and promoting the fairness of education.Based on the sorting out the related literature of weak junior middle school, theresearch mainly selected three rural weak junior middle schools as the researchobjects. Using the survey and questionnaire, the research tries to find out the fivecurrent situations of the teachers and leaders of the weak middle schools in the aspectsof working attitude, concepts, training, teaching, interpersonal relationship and systemconstruction. The research also intends to find out the weaknesses of the weak juniormiddle schools in software construction and the reasons for their weakness. Finally,the research makes a SWOT analysis of the sample schools, presenting someconstructive suggestions for concerned government departments and the weak schoolsrespectively.The research results show that the teachers and leaders in weak junior middleschools lack high-level training opportunities. The teaching staff does not have highworking enthusiasm."Cold Violence"exists in teacher-student relationship. There isdeviation for school leaders'working mentality and key points. The school leaders donot provide enough supervision for teachers'instruction and cannot get guidance forsuperior leaders. The school democratization channels are not unlocked thecommunication between the high and the low is less. Besides the external causes suchas unbalanced allocation of education resources and less investment in education, theweak schools also bear responsibilities. Backward educational concepts of schoolleaders, the wasting of educational resources, the lack of scientificalness of schoolsystems and the limitation of teachers'abilities are also main reasons for the emergingof weak schools.The research suggests: the government should attach much importance to weak school improvement. The government should within its own power build up goodenvironment for the improvement of weak schools, strength the guidance andmanagement of weak schools. The rural weak middle schools should also constantlystrive to be stronger. The school leaders should seek potential resources for theirschools, constantly improve their own qualities. They should stick to democraticmanagement to make every administrative system truly effective, stimulate theinitiative of the teachers in scientific research and the subjective consciousness ofweak middle schools and arouse the activeness of the whole society in theparticipation of the school improvement. All school staff should participate in scienceand research to revitalize the schools, promote technical development, improveteaching efficiency and quality, make reasonable use of the teaching resources of theschools, respect students'potential development, help every student grow, enhance thecooperation between families and schools, improve students'achievements, establishthe consciousness of master, and take an active part in the school betterment.