A Research In Elementary Education's Statuesquely Proportional Development In Chinese Western Minority Regions

Our national elementary education has reached the dramatical achievement since the popularization of the nine-year compulsory education was implemented. Disparity however, in terms of elementary education, exist between one region and another, towns and cities and one community and another, because of the increasingly widening gap of development. Therefore what has become remarkablely concernded by both the political Party and government is how to actualize the statuesque proportion of development of elementary education. And the important researched subjects in the field of academia are both how to take a rational look on the state of elementary education's disproportion of development and how to contrastively analyze where the cause of that lies in with data.Guizhou Province of Southwestern China, which is a multi-minority province, and in which there are greatly wide gaps in terms of economic, social and cultural development, has a tendency of multidimensional development disproportion of elementary education, such as those between one region and another, towns and cities and one community and another. The research in the statuesque proportion of elementary education development, in the western part of China in which many minorities live, can be typified by a case study taking Guizhou Province for example.Specifically speaking, in the chapter of introduction, the dissertation first introduces, home and abroad, the background of research in elementary education's statuesquely proportional evelopment. In this chapter, the author analyzes both the theoretical and realistic significances of the study, reviewing most the studies concerned home and abroad, to present the study's thought way and research method.Chapter two mainly focuses on exploring the interrelated theory about elementary education's statuesquely proportional development. All the different definitions of the theory expressed from several different dimensionalities are of rationality. The differences in definitions of the theory have no any effect on the application of it. On the contrary, the interpretation of the theory can be strengthened by them, the theory, therefore, should be understood from several different dimensionalities. With regard to the evaluation criterion of elementary education's statuesquely proportional development, this dissertation displays it from both plunging into and outcome, and the process of cultivation is also properly designed.It is necessary for the government to take on the responsibility for improving the elementary education in the regions where minorities live, to carry out the strategies of elementary education's statuesquely proportional development and to establish policy system contributing to elementary education's statuesquely proportional development in minorities' regions.In chapter three, the dissertation analyzes, on the whole, the development of the elementary education in Guizhou province. And the finding shows that Guizhou's elementary education exists the disproportional development between one region and another, towns and cities and one community and another. A great number of data can also be found in this chapter as the proof for the dissertation to demonstrate the state of Guizhou's elementary education mentioned above.Chapter four, as the part of explaining what causes the disproportional development of elementary education in Guizhou province, analyzes the causes from the aspects of thoughts, environment, policy and system. The disproportional development of elementary education in Guizhou province results from various ideals of pseudoegality, the wide gaps in terms of natural, social, economic environment, the elementary education guide toward cities and so-called important regions and the system of partially educational funds allocation.The dissertation discusses the measure of solving the problem of the disproportional development of elementary education in chapter five. It found that the disproportional development of elementary education can only be resolved as long as some measures of pertinency are taken from these aspects of thoughts and system. And those measures include:1) to establish the idea of statuesquely proportional development of elementary education; 2) to reform the system of plunging the elementary education funds; 3) to improve the distribution of elementary and secondary schools; 4) to deploy reasonably teachers of elementary education; and 5) to upgrade the modern level of information-based elementary education.