The Research Of The Cooperative Development Model Of Small Rural Schools In The UK

As the core force of basic education in rural areas,small rural schools of China shoulder an important historical mission,which is not only the basis of Rural Revitalization Strategy,but also the strong support for realizing the stable and sustainable development of basic education in China.China’s small rural schools are facing an important strategic turning point after the development of blind merger,adjustment of layout and other stages.Similar to China,there are also a large number of small rural schools in the UK.These schools also face the problems of high cost per student,poor quality of education,and the lack of effective development of headmaster and teachers’ professional ability,which hinder the balanced development of basic education in the UK.Since the end of the 20 th century,with the positive national policy support and their own development needs,small rural schools in Britain have embarked on a brand-new road of promoting development through cooperation and achieved good results.Therefore,this paper aims to analyze and compare the two different cooperative modes of cluster and federal school in Britain,so as to obtain useful experience and provide enlightenment for the further development of small rural schools in China.This paper is mainly divided into five parts.In the introduction part,the reason and significance of the topic selection,domestic and foreign research review,concept definition,research methods,the difficulties and innovations to be broken through are discussed.The first chapter combs the background of cooperative development of small rural schools in Britain from three aspects: theoretical basis,policy evolution and practical development needs.Chapter two introduces the informal cooperation mode of small rural schools in the UK—— cluster,briefly analyzes the conditions for the school cluster,focuses on the performance and transformation of the cooperation content,teachers’ focus and the source of curriculum support in different stages of cluster self-development.And on this basis summarizes the characteristics of cluster cooperation.The third chapter mainly introduces the formal cooperation mode of federal schools,taking the federal school cooperation in Wales as an example.This part mainly includes the establishment process,key cooperation contents and the main characteristics of federal schools.The fourth chapter focuses on the effect and deficiency of the cooperative development of small rural schools in Britain,that is,the improvement of education quality,the effect of professional development of the headmaster and teachers,the increase of group pressure,the conflict between cooperation and autonomy and the shallow content of cooperation.The fifth chapter is based on the summary and analysis of the characteristics of small rural schools cooperation in Britain,reflecting on the problems existing in the current group running or other forms of school cooperation in China.And providing reference and enlightenment for the cooperative development of small rural schools in remote rural areas in China.The fifth chapter is reflection and enlightenment.Based on the analysis of the characteristics of the cooperation between small rural schools in the UK.The paper reflects the problems existing in the current group running or other forms of school cooperation in China,and provides suggestions for the cooperative development of teaching points in rural remote areas.For instance,strengthen the cooperation of small rural schools,strengthen multi-agent participation,clarify the boundary between cooperation and autonomy and pay attention to the leadership development of headteachers.