Research About The Difficulties And Countermeasures Of The Development Of Basic Education After The Implementation Of Free Basic Education Policy In Impoverished Rural Areas In The Western

In order to realize the existing problems and difficulties in the development of basic education of western poverty-stricken areas. Especially after the implementation of free compulsory education policy, the novel problems and novel difficulties emerged in the"two bases"critical process.Therefore, found on the study method that contains both of quantitative and qualitative methods to investigate the current situation, of which through issued questionnaire to the 460 teachers and 2156 students, as well as interviewed 4 department of education secretaries, 17 principals, 26 teachers and 14 groups of students, all of them from 17 schools at the 6 state-level poverty-stricken countries in GanSu, NingXia, GuiZhou provinces. At the present time, there are several key problems existed in the poverty-stricken areas in the western part.1.Boarding school can be hardly meet the basic needs of students; the lack of library materials and information of teaching equipment.2.Low rate of creation of pre-school education; non-balanced development of the problems highlighted in the general upper secondary education.3.The teachers in the understaffed situation; qualified teachers are irrational and lack of special teachers.4.Teachers of the housing shortage; no of teacher benefits and bonuses.5.Complicated sources in the group of special-post teachers and teachers who assistance to improve schooling in backward areas, and the ranks of those teachers are quite unstable; recruitment teachers and substitute teachers with poor capability of business accounts for a greater proportion.6. The new"useless reading"thoughts spread throughout the western poor areas; a higher proportion of Left-behind children who are too difficult to transfer their thoughts. Due to the rating system in the Secondary education, so, number of school dropouts in the stage of junior middle school occupied a large proportion.7.The problems and difficulties in the implementation process of New Curriculum Reform: supporting facilities are imperfect and are hard to meet NCR's requirements; difficult to change the concept of the teachers; conflicts that between in the quality of education and examination–oriented education had been reduced enthusiasm of teachers who try out new courses; In general, most teachers with poor teaching ability based on the new courses, the effects of implementation in the New Course Reform are less excellent.8. Teacher Professional Development with absence of the necessary resources and lack of direction of professional development experts in this field, so that obstruct the professional development of teachers.9. The problem of"loss in the high-quality teachers and students in the region"is a typical phenomenon in the resource-imbalance of basic education in the western poverty-stricken rural areas.10. Teachers with low job satisfaction, especially their wages; the large wage gap among in the substitute teachers, public teachers and special-post teachers, as well as between in the teaching professional teachers and non-professional teachers; number of teachers who are a bit jealous in their own work accounts for a large proportion.11. Low in the degree of recognition on the school's evaluation system rationality from teachers, and the oneness of evaluation mode has been restricted seriously teacher's teaching activity.12. main problems in the group of students include less study interest, weary studying appearance is very common and that is tough to manage well them; thanks to most students with ill health which brought unconvenience in their ordinary study and life.13. After implementation in the free-policy, parents had been generally increased psychological dependence to the school; lack of awareness of family education and apart from school education that almost to lose effectiveness.Aim at the existing problems in the basic education in the western poverty-stricken areas, here presents some suggestions: show great strength in the development of supporting facilities of boarding schools, attach importance to construction of teaching resources, regulate and support preschool education, clear-out the develop-location in the senior middle school education, combine directive breeding with personnel system, strength personnel right autonomy, balance the development among schools, meet the requirement of hardware and software in the New Course Reform, the last but not the least, eliminate the ideology of"useless reading" fundamentally, and take great attention on the Left-behind children.Housing is the key to ensure teachers can be relieved in their job, sound teachers'welfare, bonus system, guarantee their salary and conditions, increase substitute teacher's income and revenue, broaden channels of professional development of teachers and so on. We should not be ignored the issues in management of students, weary studying and health. Finally, change mind of family education in the rural areas, teach parents grasp the method that nurturing and training children, establish long-term mechanism contact with school. This paper aims to afford reference and experience for government decision-making departments based on the above suggestions.