A Research On Teaching Quality Of Compulsory Education In Rural Area

This study uses an objective method to find the situation of the western poverty-stricken areas of rural primary and secondary school. While reflecting the status of the quality of rural compulsory education, it also revealed the gap of compulsory education's quality between rural and other areas through comparing with the quality of county, city and the provincial city's schools, and then analyzes the cause of rural compulsory education. The main conclusions are as follows:1. The quality of teaching of the second grade in ruralElementary school is comparative poor, and the basic requirements of the curriculum cannot be completed. There are significant differences of the teaching quality among teaching schools, small village primary schools and the center schools; the differentiation in grade of these three kinds of schools is serious.2. At the rural elementary school fifth grade, the teaching quality of Math and Chinese have been basically achieved according to the program of instruction, but the difference between village primary schools and the center primary school still exists.3. There are big disparity of teaching quality among rural school, urban school and the district town school of the fifth grade. Rural students' basic knowledge of the Chinese is poor. It mainly manifested in the pronunciation of the word, the radical radicals, the term memory, comprehension, application aspects which can not meet the basic requirements for teaching; rural students' ability of using mathematical knowledge to solve the problem is bad, the main performance is that students' mathematics concept understanding is inaccurate; they can not use mathematical knowledge to solve real-life problems.4. The gap of urban and rural middle school teaching quality is serious. Rural junior middle school students' average scores and pass rate in Chinese, Math and English are significantly lower than the city schools and district towns' schools, which cannot fulfill the basic requirements of the curriculum.5. There are high dropout rates, low retention rates, and low graduation rates in rural primary and secondary schools.6. Rural primary and secondary school teachers' qualifications are generally lower. The Lack in the inner motivation of professional development, lower teachers Title and less backbone teachers are the basic reasons why the teaching quality is low.At last, this research also provides some strategies and recommendations on how to improve the teaching quality of rural schools and how to speed up the development of rural education.