An Investigation And Countermeasures Research Of Dropout Problem In Xinjiang Minority Concentrated Areas

The improvement of population quality in Xinjiang is an important guarantee and inexhaustible impetus to attain the sustained development of economy and maintain regional stability and unity. However, in today’s Xinjiang it restricts the improvement of population quality that the problem of residents’ low cultural quality and weak educational concept is steal exist. High dropout rate is an important and difficult part of in Xinjiang education work. Dropout can be defined as the phenomenon of that student leave school without accomplish prescriptive years of schooling and stop learning. This study aims at exploring the causes of local adolescents’ dropout behaviors through investigating and analyzing the situation of adolescents’ dropout in Xinjiang minority concentrated areas. A survey was conducted in 36 schools in Kashgar Prefecture and the Third Division of Xinjiang Corps by delivering 423 questionnaires to teachers, and making interviews of 11 teachers and 8 students. The data were analyzed by SPSS.It indicates several causes of drop-out adolescent in minority concentrate areas of Xinjiang, as following:(1) the students aspect: poor school performance, the language barrier, weariness, considering study as useless;(2) the family aspect: the restriction of family finance, the lack of labor, parents ignoring children’s education;(3) the school aspect: poor teaching condition, easygoing school management, and the weakness of teac her resource;(4) the government and social aspects: the government less attention to the education work, lack of employment, the lack of effective supervision mechanism.Based on the analysis of the causes of dropping out of school, this study proposed the following control measures: promoting bilingual education, and the development of bilingual teaching materials; Increasing investment in education, and the balance of educational resources between urban and rural areas; Improving the quality of teachers, and introduc ing excellent teachers into the areas; Combining school management with community supervision; Adopting the system of teachers’ job rotation; Developing local curriculum according to local conditions.