Reflections On The Educational Value And Paths Of Reconstruction Of The Rural Primary School

It is more than a decade since layout adjustment of rural primary schools implement tillbe halted in our country. During this period, the layout adjustment in rural primary schoolshas made some achievements, but it also obliterated the soul of primary education value inrural areas, which should not taboo. The historic, regional and complexity of rural primaryschool education value is explicit, we should reflect on the value of rural primary schooleducation and reconstruct it.Hrough literature research and case analysis, this thesis will reflect on the value of ruralprimary education with sociology, cultural studies as a perspective. Research will present thereality status of rural primary school education value in our country mainly basing on its threerelying aspects, rural lifestyle, rural values and rural social structure. It can further activate therural primary education value to be a ideal state and redevelop the value. Through theobjective presentation by the content analysis of both reality and ideal state of the ruralprimary education value, this thesis can provide reasonable suggestions for the reconstructionimplement of the rural primary education value in our country.Basing on analysis of both reality and ideal states of rural primary school educationvalue, the study shows that in current, the value of rural primary school education shouldclarify from three aspects, core carrier, the subject value and complementary mechanisms. Itmeans that the value recontruction of rural primary school should based on rebuilding ruralprimary school as a core carrier, retaining students and teachers as value subject; buildingrural cultural communities as complementary mechanisms.This thesis takes "metaphysical" academic type as research course, calling forreconstruction of rural primary school education value. In aware of its education value, at thesame time, it is needed to properly rebuild the educational value of rural primary schools, thenthe real educational value of rural primary schools can be from "started things" to "ready athand things". On the premise of following the historical heritage and cultural inheritance, itcan provice early service for the realization of the public welfare.