A Study On The Ability Of Rural Educational Resources Conversion From The Perspective Of Field

Attention to rural education is the common requirement of the development of the country and the revitalization of rural society in the new era.However,the current situation of rural education development is not optimistic.Using qualitative research methods,this paper takes W Town primary and secondary schools in X County of Hubei Province as an example,and takes field theory as an analytical framework to try to analyze rural education.This paper argues that the current W Town primary and secondary schools have greatly improved the conditio ns of running schools,alleviated the shortage of teachers and the aging problem through the state's investment in hardware and software resources.However,their teaching performance shows a downward trend,and students' growth satisfaction is also significantly lower.Faced with the paradox that the inve stment of educational resources is increasing and the effect of education is not optimistic,this paper interprets it as the problem that the transformation ability of educational resources is weak in rural education.Faced with this problem,his paper takes the field theory as the analytical framework,egards rural schools as an educational field,and makes a detailed analysis of the institutional environment,main body performance and educational consequences of rural school field from three aspects:school management,teacher behavior and student state.The school system environment and teachers' main body performance shape the basic structure of the whole rural school field,and then affect the students as the object of education.This paper points out that the administration of school management is the reason why the current hardware resources invested in rural schools have not been able to effectively activate their autonomous vitality.The local"de-embedding" of teachers is the reason why it is difficult for teachers as software resources to be fully activated and transformed in the field of rural schools.The administration of school management and the local "de-embedding" of teachers will eventually lead to the polarization of students' learning pressure and the decline of their learning enthusiasm,and this structure will corntinue to reproduce.To sum up,this paper holds that the structural reason for the weakness of rural educational resources transformation is the administration of school management and the local"de-embedding"of teachers.This paper further argues that the above structural reasons are rooted in the misplacement of the current educational system and policies in objectives and the bureaucratization of management methods.The dislocation of educational objectives and the bureaucratization of management methods have reconstructed the operation mechanism of rural education field,resulting in the transformation from "embedded society" to "government-led",which leads to the low transformation ability of rural education resources and ultimately affects the effect of education.Therefore,in order to improve the transformatio n ability of rural education reso urces,we need to rede fine the goal of rural education,return the educational power to rural schools and teachers appropriately,promote the common benign participation of rural schools,the state and society,and guarantee the real development of rural students.