Eleven Primary School In Yongshou County As An Example To Study The Low-performing School Transformation

It is universally known that the rural compulsory education plays a most essential role in building a well-off society and constructing socialist harmonious society. Therefore, great importance has always been attached to developing rural compulsory education.Meanwhile, a series of preferential policies has be issued by the government. Especially after the" Pujiu", rural basic education conditions have been greatly improved. However, a lot of schools could not follow the development of society and are entitled "low-performing school ".Low-performing schools are seen in different regions and countries to varying degree,which have become the bottleneck in the development education and affected the progress of the whole society.From the last century, improving low-performing schools has been a key project at home and abroad. With great achievement made a lot of exploration has has been conducted. However, there exist differences in varied regions and countries. It is greatly needed to find out specific weak points and take measures to make improvement.With respect to our country, there are a large number of low-performing primary schools, as well as junior middle school at the stage of compulsory education. In this paper, about eleven primary schools in Yongshou County,in the Shaanxi province have been involved. The truthful data reflects the real situation in rural areas in northwest of China. Firstly, the education investment is insufficient:overall finicial investment is insufficient, regional difference is large and school self-investment isn’t enough; secondly, management level is not high:School administrators lack the concept of advanced education and culture, and management of the school curriculum is not flexible and appraisal mechanism is formality; thirdly, the quality of teachers could not meet the requirements of education and teaching, teachers’s education background is not perfect; forthly, the trend of the social utilitarian restricts the development of the school:the social utilitarian causes backward elementary school out in the cold, education utilitarian within the school’s causes development laging behind; fifthly, the respect to rural children,especially left-behind chilidren is not enough.According to these realities, I researched and proposed some solving strategies. Firstly, the investment to low-performing school should be increased and school conditions should be improved. Priority attention from policy must be given, sucn as the introduction of social resources, special funding and so on. Secondly, excellent management team should be builded, and school management should be inproved. Selecting outstanding management personnel and transforming the operation of school day-to-day, thirdly, the qualities of teachers should be improved by varies ways, such as introducing teacher training into school and strengthing the assessment of professional competence of teachers.forthly, teachers’ mental health and moral construction should be emphasised on. Fifthly, the school custodian of the left-behind children should be inplemented, establishing file of left-behind children and mading second home for them.