| The report of the 19 th National Congress of the Communist Party of China proposed to "implement the strategy of rural revitalization,attach great importance to rural compulsory education,and strive to ensure that every child can enjoy a fair and quality education." As the main component of rural compulsory education,small-scale schools in rural areas generally have problems such as lack of educational resources and low quality of education,which have caused great resistance to their long-term sustainable development.However,in recent years,with various policy tilts,emerging educational concepts,and the popularization of various educational reforms,rural small-scale school educational resources have begun to be supplemented,renewed and flowed,and new opportunities have been created for school development.Space is the carrier of educational behavior.Although my country’s research on rural small-scale schools is relatively sufficient,there is little research on the branch of rural small-scale schools.In this context,the research starts from the perspective of educational resources,taking rural small-scale schools in Northwest China as an example,and discusses the spatial model of rural small-scale schools in my country.The research first analyzes the development history,policy background,and reform measures of rural education in China in recent years,and summarizes the current changes in the function positioning and long-term development trends of rural small-scale schools in China;Schools are classified;on the basis of classification,the functional composition,spatial pattern,and overall layout of rural small-scale schools in various categories from the perspective of educational resources are analyzed and sorted through current research,education reform analysis,case comparison,etc.,and the main research is The content and conclusion are as follows:1.Through sorting and analyzing the survey data,it is concluded that the suitable size of rural small-scale schools is 50-150 students,and the class size should be 18-24people;from the perspective of educational resources,it can be classified into community co-construction type,urban and rural There are four types of co-construction type,remote sharing type,and flexible school running type;the study explains and sorts out the characteristics and distinguishing methods of different types of schools;2.Through the analysis of educational concepts and research and analysis,it is believed that the educational function of small rural schools in my country needs to be further strengthened,while considering the social and cultural functions of the school,it is reflected in the functional structure of rural small schools,which is mainly based on the original function.Supplement of districts and addition of new functional districts:For example,community co-construction schools need to design resource sharing districts on the basis of comprehensive teaching districts,living districts,and activity districts.The research has carefully sorted out the functional composition of various types of schools.3.Through analyzing the current situation of the layout,sorting out the factors that affect the layout of students,educational concepts,etc.,combined with the research on functional composition,put forward the overall layout form suitable for rural small-scale schools in my country: decentralized layout,extended layout,intensive layout,Hybrid layout.The study explained the appropriate layout of various schools.4.Sort out the differences in teaching styles of different types of schools,and get their representative space.Through standardization and sorting of teaching behaviors,get the spatial model of project-based learning,dual-teacher education,retest teaching,etc.;At the same time,two office space modes of integrated dormitory and office and collective office are proposed;finally,the optional functional spaces of various types of schools have been supplemented and organized. |
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