The Survey And Thinking On The Allocation Of Teaching Resources Of Rural Compulsory Education In ShiShou City, HuBei Province

Teachers are the productive forces of continuous development and they are the most malleable factors in the education system, which reflects the thinking, trends and methods in schooling. The educational performance of teaching teams not only affects the quality of teaching and education, but most importantly hampers the development of a school, and the educational standards in one region. Actually the teaching teams in rural areas have suffered from many problems, such as a lack of teachers, low educational standards and inequitable teacher distributions, which deeply block the development of rural education. Thus, through the survey on compulsory education in the rural areas of ShiShou city, the author found that the teaching teams in there face the same problems as in other places. For example: lacking enough teacher resources, an imbalanced arrangement of variously experienced teachers, a lack of choice in course selection, and professional spirit. Furthermore, the author utilizing macroscopical and microscopical viewpoints, comes to the conclusion that the allocation of teaching resources should be practiced in the rural regions of ShiShou city. The author believes that optimizing the allocation of teaching resources is necessary to solve these problems. What is more, when considering the necessary condition and counter measures of this issue, the author believes to take the following measures is useful: 1.Attract professional teachers to rural districts. 2. Reform the present assessment system of education. 3. Reform the allocation model of teaching resources. 4. Cultivate and develop the market of teaching resources. Besides, the author also gives some definite measures to reach the target: 1.Increase the management levels responsible for the allocation of teacher resources in rural areas. 2. Set up a floating system ofteaching resources. 3. Introduce fresh knowledge to rural regions. 4. Adjust the distribution of schools properly. 5. Reform personnel system. 6. Enforce management on teaching resources.