On Teaching Problem And Way Out Concerning Small-size Class In Rural Primary School

Abstract:Education of rural primary school plays a vital role in the case of education in China, but its development has been always marginalized. Although the government has issued a series of supporting policies, the teaching status still fails to be improved, for example, the phenomenon such as poor teaching quality, bad teaching environment is ubiquitous, which results that the education of rural primary school struggles. Education problem of rural primary school becomes constraints of developing education in China. It is because the development of rural primary school is constricted by various factors that rural primary education is difficult to get off the ground, among which is the low teaching quality. Low education quality of rural primary school of is a widespread problem including backward teaching mode, inflexible teaching methods, lack of vigor of life and so on, which becomes a bottleneck to the education quality improvement of rural primary school. The low education quality of rural primary school and survival crisis led by which have aroused people’s wide attention.Based on the small-size class in rural primary school, focusing on the development trend of the whole social education and government function, this paper mainly uses qualitative research method, summarizes the former research of small-size classroom teaching and analyzes and introspects the contemporary teaching development tendency. Based on the investigation into four rural primary school in Gaoyue town in Huaibei city in Anhui province, this paper finds classroom teaching lacking vigor of life, which is a common problem in small-size classroom teaching in rural school. This problem mainly manifests teachers’ lack of vitality, students’study lack of initiative and poor effect in the teacher-student interaction from the view of small-size class. Then this paper follows the same view to look into the cause of this problem, to find that the distortion of class-package system and the irrationality of faculty structure in the rural primary school is the leading cause. Last this paper proposes feasible solution from three aspects such as the education policy, education administrators and teachers in order to achieve the aim of overall coordination to improve the faculty quality and schools’initiative brought into play to push the teaching reformation forward gradually.