The Education Of The Rural Boarding School Development Thinking

In 2004 MOE initiated the project of construction of boarding schools in countryside (thereafter, the Project), and in 2007 MOE declared the completion of all the targets set in the Project. The construction of boarding schools means a lot as far as the future of teenagers in Chinese countryside and a higher level of qualities of Chinese are concerned. To improve the follow-up work of the Project, it is high time that we should assess the extent in which the construction of boarding schools has affected the learning and daily life of rural teenagers, that we should summarize the experiences and lessons from it, that we should learn the experience on management of boarding schools from the maintained ones at abroad.The thesis consists of 3 chapters. In Chapter 1 the author depicted the status quo of the rural boarding schools in China through the fieldwork in 3 boarding schools in Yudu County via interview and questionnaires. The author believes the following five reasons lead to the boarders'lower satisfaction to their boarding life:(1)They are passive borders in choosing boarding life under the driving forces from government, schools not offering guidance on choosing boarding life and their parents with heavy say in their choosing a boarding life;(2) The existing school standards lack minute lines to safeguard the welfare of boarders properly;(3) The homeroom teacher is unable to supply the individualized education the boarders demanding under the circumstance that there is no sufficient workforce to support him and he has to teach a subject at the same time;(4) Boarding schools can't meet boarders' demand for individualized education for their overemphasis of instilling knowledge;(5)The watchdogs doesn't inspect the welfare of the boarders in Chinese countryside.In Chapter 2 after the introduction of various English laws and rules concerning the management of the boarding schools and of the boarding service by QE Community College, the author explains the reasons leading to a higher satisfaction of the English boarders. By comparing the differences between the two learning systems and the two models of offering boarding service, the author points out the reason causing the difference between the levels of development of these two boarding schools roots in the differences between China and U.K in population,geography,the development of economy, politics and culture. The author preaches the boarding schools in Chinese countryside be run for the ultimate aim of the development of boarders'individuality and should fulfill the due diligence to offer individualized education according to education acts as its counterparts does.To further the development of the boarding schools in Chinese countryside, the author moves five pieces of tailor-made advice,which follows like this:(1)Discussions focusing the pros and cons of boarding schools to help people to understand boarding schools;(2)NMS for Chinese boarding schools to safeguard the welfare of all boarders;(3)Change of national recruitment quotation on the staffing of teachers and ancillary staff set by SCOPSR and placement of homeroom teacher without teaching workload for boarders in rural area;(4)Less knowledge instilling,more after-school activities and unique campus culture of the boarding schools;(5) The watchdog's inspection to the welfare of boarders.The research may cast some light on how to comment the great role which the Project has played in the universalization of compulsory educations as well as the upgrading the qualities of the Chinese. The research is also a useful tool to help people comprehend objectively the shortcomings and influence of rural boarding schools. And the introduction of various English laws and rules, concerning the management of the boarding schools, and of the boarding service by QE Community College, is a useful reference material to the research of Chinese boarding schools, an early worm caught by a Chinese author.