Research On The Phenomenon Of Counter-school Culture Of Junior Middle School Students In Rural Poverty-stricken Areas

Rural education is one of the key concerns of the “three rural” issues in China,also is one of the key concerns of China's targeted poverty alleviation policy.The focus and solution of the education problems in rural poverty-stricken areas affect the realization of fairness and justice in China.In recent years,under the national policy of targeted poverty alleviation,government have increased the expenditure of compulsory education,attached great importance to the development of compulsory education in rural areas and remote areas.The teaching equipment and campus facilities of primary and secondary schools in rural areas have been greatly upgraded.The advantage schools in urban areas support the weak schools in rural poor areas,and excellent teachers go to rural poor areas to support teaching.However,compared with the more and more modern teaching equipment,the improvement of education level of students in rural areas is not obvious.In rural areas,the proportion of students entering high school and even university is still not high,even in some rural middle schools the school-weariness rate are still on the high side.School management investment is large,well the change is small,showing the phenomenon of involution.The difficulties in improving the quality of school education in rural poverty-stricken areas are related to the students' counter-school culture problems.The students' counter-school culture problems have not been paid attention to.The school has not paid attention to the conflict between the students' own cultural background and the school's mainstream cultural requirements.The conflicts brought by the conflict affect the development of students.Based on the field investigation,this study takes Yanquan junior high school students in a national poverty-stricken county of Chongqing as the main research object,and makes an in-depth study on the characteristics,causes and influences ofcounter-school culture of junior high school students in rural poverty-stricken areas.It is found that,firstly,the counter-school cultural characteristics of junior high school students in rural poverty-stricken areas can be roughly divided into four points,namely,the dilemma of expectation and resistance to learning,the pursuit of popular culture,the dilemma of conflict and obedience to school rules and the ignorance of symbolic authority;secondly,The counter-school culture of junior middle school students in rural poverty-stricken areas is caused by the separation of school curriculum knowledge from the life world,the large gap between teaching objectives and students' existing level,and the involution of school management.Thirdly,the counter-school culture problems of junior middle school students in rural poverty-stricken areas may cause the impact of intergenerational transmission of classes,low students' educational expectations,and the blocked progress of school education After that,I hope to reduce the problem of students' counter-school culture by increasing the proportion of local knowledge in the process of initial education and school education.