From "text To The Countryside" To "literacy"

This paper which is based on the historical retrospection of the rural primary school, the analysis of the nationwide overall education fact, the case description of a country and the case study of a rural primary school attempts to prove deeply and meticulously the new trend of China’s current rural education-"Words-up-moving" from the macroscopic and microscopic angles. It will not only give us empirical description and theoretical analysis about the harmful consequences that the process of "Words-up-moving" has caused for the rural students, the rural parents, the rural teachers and the rural society, but also reveal that the current government is using the "economic thinking", rather than "education thinking". The rural primary schools’ mergence which is based on the measure of the education cost has damaged the fairness in education to some extent. Finally, the paper will make the sociological thinking about the future direction of the rural primary school under the background of which China has already been separated from the land.To be specific, the first chapter will explore the historical origin of "words-to the countryside" and find that "Words-to the countryside" begins over the late Qing dynasty when the new modern schools were created in the rural society. Henceforth, the rural primary school has experienced the ups and downs during the period of more than one hundred years, the total process of "Words-to the countryside" has not changed until the end of the20th century, but since the state began to launch the distribution adjustment of rural schools on a large scale in the beginning of the21st century, many rural schools gradually have disappeared from the rural society, the phenomenon of "Words-up-moving" has replaced the phenomenon of "Words-to the countryside". The second chapter will first make the concept explanation and reason analysis about the "Words-up-moving" phenomenon. It turns out to be that the state policy of the distribution adjustment of rural schools is the most direct reason of the phenomenon, but the major change of rural society is the only fundamental reason. Then the phenomenon of "Words-up-moving" is confirmed by the case study of a primary school and the case description of its country from the microscopic angle, the education pattern of "crowded city and empty village" has been presented nationwide. The third chapter will make the empirical description and theoretical analysis about the harmful consequences that the process of "Words-up-moving" has caused for the rural society which is left behind by modernization and the interest groups especially the vulnerable groups of the rural society. The rural students are faced with a series of problems in this process, such as the merged school is too far from their homes, the school cost is too expensive for them, thus they will bear the fracture of the family and even may lose the affection for their local identity; The rural parents would become the buyer of "Words-up-moving", saddled with the heavy compulsory education cost and very high "with fee","extra-paid fee"; The rural teachers are also faced with many problems such as the decrease in the number of students,the harder school management after the merge; The rural society is becoming increasingly declining in the process, the phenomenon of "howling-out","desertification","from the land" is becoming more and more serious. The last chapter will make the sociological thinking about the future direction of the rural education under the background that China has already been separated from the land and argue that the rural education should integrate the two value choice in the "escape from local" and "return to local", not only make rural students to be able to "go out", but also "come back". The existing rural primary school which is faced with many problems how to survive also need the government’s attention and support."Small scale","integration of the elementary school and the kindergarten" and "diversification" is also the more likely and realistic choices. This can not only guarantee the fair distribution of the urban and rural education resources, but also reduce the decline of rural society to a certain extent and improve the welfare feeling and the village expectation of the peasants.