Research On The Status Quo And Improvement Strategies Of Group School Running To Promote Balanced Development Of Education

Group education is an important strategy and means to promote the quality of primary and secondary education and balanced education in schools.From the national level and the relevant policies of the Ministry of Education on the grouping of education,we can see that the country pays more and more attention to the balanced development of education.In the "China Education Modernization 2035" issued by the State Council in February 2019,when discussing the realization of equalization of basic public education services,he pointed out: "Improve the level of equalization of compulsory education,establish a long-term mechanism for school standardization,and promote the balanced development of urban and rural compulsory education"," On the basis of realizing the basic balance of compulsory education in the county,further promote high-quality balance." Existing research on the balance of education in primary and secondary schools has achieved many results,but there are still the following problems: the research mainly takes administrative divisions as the research object,for example,taking a certain province as an example,and taking a certain county as an example.Most of the research content is a description of the current situation and difficulties faced by the group-run schools,as well as the research on the policies related to the balanced development of compulsory education.Generally speaking,there are still many theoretical discussions on the current researches on group-run schools in elementary and middle schools.Existing research also needs to further deepen the practice of combing the case studies of group-run schools to promote the balanced development of primary and secondary education.In 2010,Zunyi City,Guizhou Province began to explore the reform of the balanced development of basic education throughout the city.In 2012,it began to conduct a diversified cooperative school-running experiment within the scope of urban schools and proposed to basically eliminate the options for basic education by 2016 The goal of the school phenomenon.Through several years of reform experiments,many effective and balanced reform methods have emerged.From Guizhou,the effect of group-run schooling of the Fourth Middle School in Zunyi City is a more obvious example of reform,and it has also accumulated some experience in running schools.The research on the Zunyi No.4 Middle School Group to promote the balanced development of education can provide some valuable case references for the western China or the underdeveloped areas in China.There are still many issues that need to be paid attention to in the existing research on the balanced development of education: from the perspective of theoretical discussion,the research on the grouped education balance is more about the study of group education,or only the study of the balanced development of education and the groupization.There are relatively few studies on schooling and education balancing together.From the perspective of research object,the research object of grouping is mainly concentrated in profitable organizations such as enterprises,and there are few researches on grouping of public welfare organizations.Regarding the research object of education balance,the administrative unit is the main research object,for example,XX provinces and XX counties.There is relatively little research on grouping schools that go deep into specific school units to explore the compulsory education stage.So there is less research on how to promote the balanced development of compulsory education in group schools.Among them,most of the research content is a description of the current situation and the dilemma faced by group schools,and the research on the policies related to the balanced development of compulsory education.There is a lack of in-depth exploration of the research on group-run schools to promote the balanced development of compulsory education.As far as research methods are concerned,the existing research achievements in education balance are more based on philosophical speculation as the mainstream research paradigm.As far as the research dimension is concerned,the existing researches are more about studying the issue of education balance from the standpoint of government,professional institutions or public management.In terms of research results,although many provinces,cities,districts and counties in China have conducted macro-practical research on the balance of compulsory education,and have summarized the practical experience and practices based on provinces,cities,districts and counties.This study adopts case study method,investigation research method and literature research method.It is hoped that from the perspective of educational equity,the fourth middle school of Zunyi City will be the research object,and it will fully draw on the analytical framework of public product theory,educational equity theory,and educational equilibrium theory.Using questionnaires,interviews and other tools,the specific problems of the balanced education research in Zunyi No.4 Middle School were designed,and their impacts on the balanced education were measured from the dimensions of teacher construction and the dimensions of teaching and research schools.This study focuses on describing the current status of the balanced development of the Zunyi No.4 Middle School.Overall,the hardware configuration of the balanced development of the Zunyi No.4 Middle School and the sharing of hardware resources such as course resources are better.Sharing of excellent teachers' teaching materials.Through the development of the balanced education of group education in recent years,teacher communication has been smooth,and the integration of human resources has been promoted.Abundant teacher training has promoted the professional development of teachers;the group's teaching,research and teaching reform has promoted the development of education and teaching.The integration of teaching and research promotes the improvement of teachers' professional level.The satisfaction of students 'parents is generally high.For the survey of teachers' quality,teaching style,teaching guidance,and teaching curriculum setting satisfaction,"more consistent" and select "very consistent".They accounted for 68%,65%,63% and 61% respectively,and more than half of the parents were very satisfied.Parents of students generally agree.According to the survey results,a certain percentage of students and parents do not agree with this policy,but the proportion is very small.Most students and parents generally agree.This article summarizes and summarizes the problem of balanced development of group education from the perspective of educational equity.The first is the problem of management system,which includes incomplete management mechanisms,inadequate management work,and relatively narrow management responsibilities.Outstanding problems,including the lack of characteristics of member schools,a low degree of fit in teaching resources,and lack of momentum for balanced development;Third,teachers' problems,including the uneven distribution of teachers,the unbalanced demand for teachers,and the need for individual teachers to update their ideas;It is the problem of the allocation of education resources in education groups,including the imperfect balance system of group education,the inadequate management and control of basic education groups,and the lack of quality education resources in education groups.Based on the analysis of the problems,this paper proposes countermeasures for the balanced development of group education: first,to improve the balanced education system for group education,which specifically includes changing the government management model and improving the system;second,to balance the unity and differences in the style of running schools,including improving schools.Operational thinking and operation mode,maintaining the school running characteristics of member schools;Third,the establishment of a group school balanced development guarantee system,which includes the transformation from single management to multiple management methods,consolidating basic education resources,and improving the quality of high-quality education resources;fourth,improving teachers The strength includes strategies such as the balanced distribution of teachers,the integrated construction of teachers,the strengthening of continuing education for teachers,the development of school-based teaching and research,and the sharing of education concepts.In summary,this article aims to provide a reference for the balanced development of basic education resources in other regions and provide reference value for managers,educators,and teaching decision-makers.