The Research On The Problem And Countermeasures Of Urban Bias During The Process Of New Curriculum Reform In Rural School

In recent years, curriculum reform in rural school has achieved initial results. Nevertheless, at the same time, it is faced with the problem of urban bias in the process of new curriculum reform. Urban bias of new curriculum reform in rural school refers to insufficient consideration to the particularity and complexity of China's education, especially the great differences between regions and urban and rural areas while in the process of new curriculum reform. Either on the design of curriculum content or on the statement of development suggestions of curriculum resources, some new curriculum standards are basically set on the ground that city school is the imaginary object, and don't put forward due policy support for the condition guarantee for the implementation of"new curriculum reform"in rural school ,The neglect of the particularity of rural school makes it impossible to let rural children after compulsory education become farmer while after they meet the basic requirement of qualified for citizen.Urban bias in the process of new curriculum reform, i.e., a lack of management philosophy of serving economic and social development in rural areas, an acute lack of rural curriculum resources, neglect of development features of rural teachers, neglect of particularity of living environment in which rural students have lived, and excessive standardization of examination and evaluation system.The main cause of these problems and difficulties is that the curriculum reform is influenced by the rural traditional value orientation that"learning for becoming officials","city precedence"tendency on the educational system, city's words supremacy on curriculum policy, misguided view of city orientation in foreign curriculum policy, etc..These problems must be solved in line with principles of justice and compensation on difference, and rural curriculum reform should be put forward and promoted constantly. For only thus can we guarantee that rural students who get an elementary education may reach the basic quality requirement of country, that rural students may meet the needs of rural areas, and that curriculum reform may meet different development needs of different students. Measures are listed below: upholding the curriculum's value orientation of serving agriculture, rural areas and farmers, The central government authorizes full autonomy in running school to rural school, Increasing spending on education in rural areas, arousing teacher's self-consciousness, and respecting the diversity of rural culture.