Study On The Chedian And School Problems In Pastoral Areas From The Perspective Of Education Equity

It is always the value of sociology to pay attention to social fairness.Education equity is not only the important embodiment of social justice,but also the booster of social equity.In recent years,the gap between the rich and poor in our country is big,the stratum differentiation is obvious,the role of education justice in maintaining social fairness and justice is more prominent.The population distribution is particularly scattered in inner Mongolia pastoral area,the location of the government of the chuqi government,etc.In more than ten years,the primary and secondary schools and schools in inner Mongolia have been reduced from more than 8,000 to 363.Most of inner Mongolia pastoral area has no middle school,quite a part of Sum has no primary school,the quality education resources are basically concentrated in qifu county(county).Inner Mongolia is a vast territory,the geographical area of mengshi and its county is much larger than that of the mainland cities,the service radius of the school also expanded,which intensifies the cost of sending children to school children.Since the implementation of chedian and the implementation of the children,the children of herdsmen from family life to understand and learn the time of national culture greatly reduced,not conducive to the inheritance and development of national culture.Inner Mongolia pastoral area as a national area,chedian and school has its own characteristics,the follow-up effect is different from the mainland rural areas.Taking a Mongolian primary school in d banner in inner Mongolia as an example,this paper discusses the influence of chedian and school policy on students and families from academic performance,family education,national culture and family economic burden,and finally puts forward countermeasures.