The Study Of Interaction Between Rural Primary Schools And Communities In Baiyin City, GanSu Province

As early as the 1960s,The study of interactive development between schools and communities was already the world's new trend of education reform. However, in the rural areas in western China, the concept of community is still very weak. Due to various conflicts of interest, the relationship between communities and primary schools still has many contradictions. Although with China/U.K.Gansu Basic Education Project-School Development Plans to carry out and promotion, the relations between schools and community have greatly improved in rural communities.But the research of rural primary schools on how to interact with the community, how to co-operate, and the difficulties and problems faced by is still lagging behind, also lacks to the practice observation, resonsideration and instruction. In this paper, the auther take BaiYin Pingchuan District GongHe town for an example,Analysis of rural primary schools and communities to promote the practice of interaction.In this paper, divided into 4 parts, part I brief introduces the aims, background, relevant research, significance of research, methods and plans of conducting this research.Part II is the outline of the interaction between school and community. Including basic concepts, the history of the relations between schools and communities, as well as the basic elements of interaction with the role.Part III is the focus of this paper, mainly through analyzes the situation and problems of the interaction between schools and communities in BaiYin Pingchuan District GongHe town. The analysis lies in 4 aspects: 1)School and community interaction wish; 2)Schools and communities a concrete manifestation of the interaction; 3)Obtain results and existence questions; 4)the suggestions put forward by schools and community to promote interaction.Through the above analysis of four aspects of the investigation, the auther drew the following conclusions: Both sides have greatly changed their conception of the relationship between schools and their commmunities; The community improves the school's hardware a lot, exchange between the two sides are gradually deepened. However, the form of cooperation between schools and communities is single, have not stablished an effective mechanism for dialogue and lack of organizational system to ensure that; Community members are still negative to participate in shool management and teaching; Community education resource utilization is not high; the role of township government and village committee as a link between schools and communittes are not well reflected.In part IV the auther brought forward some countermeasures regard to above problems as followings: 1)Further strengthen the guidance and understanding of the theory of interaction for schools and communities; 2)Promotes and supervises the school to implement the school development plan; 3)Enhances the community groups to participate in the school teaching and management ability; 4)Co-ordination of community educational resources, form the educational resources network; 5)Strengthening regulations, and organizational system, strengthen the guidance and protection functions; 6)Encourage schools and communities to explore a wide range of innovative and interactive ways; 7)Construct a new type of rural education management system.