Research On The Development Of Education In Senior High Schools In Ethnic Minority Areas

Deep ethnic poverty in China refers to the "three districts and three prefectures"(Tibet,Tibetan areas in four provinces,four prefectures in southern xinjiang,liangshan prefecture in sichuan,nujiang prefecture in yunnan,and linxia prefecture in gansu),as well as the poverty-stricken counties with poverty incidence of more than18% and the poverty-stricken villages with poverty incidence of more than 20%.With the completion of the building of a moderately prosperous society in all respects by2020,these areas have been temporarily lifted out of poverty economically.However,to fundamentally break the intergenerational poverty and thus enable the local people to enjoy a better life,the continuous development of local education,especially the development of local ordinary high school education,is needed.The development status of ordinary high school education in zhaojue county of liangshan prefecture is a typical epitome of the development status of ordinary high school education in poverty-stricken areas.Based on its microscopic studies as a case,the integrated use of questionnaire investigation,interview method,literature analysis,"system analysis" and "grooming" the method of combining real objectively in order to present the current ordinary high school education development in depth of the national poverty problem,more detailed analysis of reasons,comparison system comprehensively in this paper,the implementation feasibility countermeasures of its development.Findings:First,at present,scholars have done a lot of research on the development ofordinary high school education in ethnic minority areas or poor areas,while there is no systematic and comprehensive case-based micro-thinking on the development of ordinary high school education in ethnic minority areas.At present,the research on the development of ordinary high school education in zhaojue county is still blank.This becomes the value of this study.Second,there are still many problems in the development of ordinary high school education in zhaojue county at the local education administration department,high school,high school teachers,high school students and high school students' families.At the level of local educational administrative departments,there are problems such as insufficient attention to high school education,insufficient investment in funds,lack of scientific planning for development,and lack of effective supervision in the process.At the level of high schools,there are problems such as backward hardware facilities,weak teachers,backward management structure and management methods,lack of ethnic characteristic courses,and unscientific teacher assessment mechanism.At the level of high school teachers,there are some problems such as weak ideals and beliefs of some teachers,heavy work load,strong overall job burnout and low professional level.At the level of high school students,there are problems such as weak learning foundation,insufficient learning enthusiasm,serious dropout tendency,poor learning habits and unsatisfactory learning effect.At the level of high school students' families,there are some problems such as insufficient understanding of high school education,poor coordination,and greater economic pressure to bear children's ordinary high school education.Third,the main reasons are that the local economic development is lagging behind,the relevant institutions and mechanisms are not sound enough,the local yi culture and customs shackles,national and local laws and regulations are not perfect.Based on the above findings and combined with the development theory of modern ordinary high school education,this paper proposes the countermeasures to promote the development of ordinary high school education in zhaojue county from the micro level by combining the method of "system analysis" and "individual combing" :First,the local educational administrative departments should pay more attention to ordinary high school education--scientific planning and developmentblueprint,formulate and implement laws and regulations in line with local characteristics,increase the investment in ordinary high school education,forge excellent teachers,pay attention to the management of high school education process,and create a good social atmosphere.Second,high schools should vigorously reform,take the road of fine management--improve the hardware conditions,optimize the structure of teachers,set up a scientific management structure,implement scientific fine management,carry out diversified courses with ethnic characteristics,etc.Third,high school teachers should improve their professional quality and take root in national education--keep in mind their ideals and beliefs,improve their professional skills and overcome job burnout.Fourth,the whole society should be concerned to help the development of ordinary high school education in poverty-stricken ethnic areas--preferential policies and regulations of higher authorities,assistance from high-quality high school education resources,and material assistance from caring enterprises and people.