An Investigation On Students’ Academic Achievement In Rural Small-scale Schools

With the acceleration of urbanization in China,rural small-scale schools and boarding schools have become the basic pattern of rural compulsory education.Rural small-scale schools are an important form to improve the quality of rural population,guarantee the right of children in rural areas to receive education,realize rural revitalization,and ensure the effective implementation of national compulsory education.The educationl quality of small-scale schools is related to the overall development and quality improvement of rural education.Academic achievement,direct reflection of students’ academic development level,is an important index when the students pursue further education.It can explore the rural small-scale school students academic performance and related influence factors.There is extremely important significance improving the rural small-scale school education quality,realizing rural revitalization,promoting education fairness as well.This study based on the educational fairness theory,takes rural small-scale schools of G City in Ningxia Province as a typical example to do empirical research about those students academic achievement by using paper testing method,questionnaire method,interview method and other methods,which is to reveal rural small-scale school students current situation of academic performance and problems about Chinese and math.The study is to improve small-scale school students in rural areas academic performance,deal with the problems about the school development,achieve goals towards"Being Small But Good".The conclusions are following.First,the overall academic performance of students in rural small-scale schools is relatively low,and the proportion of students achieving excellence in Chinese and math is zero.Second,there is a phenomenon of partial subjects among students in rural small-scale schools,and their academic achievements in mathematics are significantly higher than those of that in Chinese.Third,there is no difference between boys’ and girls’ Chinese and math achievement in rural small-scale schools,but girls’ Chinese achievement is significantly higher than boys’.Fourth,students in rural small-scale schools lack comprehensive application ability of Chinese.And the ability to solve comprehensive problems by mathematical analysis is weak.Fifth,there is a positive correlation between students’ Chinese academic performance and school size,while there is no correlation between students’math academic performance and school size.This paper discusses the factors that affect students’ academic performance in small-scale schools in rural areas from the following four aspects.First,school.The out-dated education and teaching concept of teachers,the single teaching method of teachers,the frequent turnover of teachers,the lack of rigorous school management and richness of school culture directly affect students’ academic performance.Second,student.Single academic attribution,bad peer relationship of students and other factors affect students’ academic performance.Third,family.Parents’ high expectations for children’s education and dispersed family structure lead to parents’ failure to effectively supervise students’ study.Fourth,society.The poor local natural environmental conditions and poor community culture in G City indirectly affect the academic performance of students in rural small-scale schools.Based on the research,the following suggestions are to improve the academic performance of students in rural small-scale schools.First,school.It is important to establish scientific management concepts,explore new development paths,innovate school culture,strengthen human-oriented school management,meet the needs of teachers and students and hold teacher professional development activities to improve teachers’ teaching ability as well as establish student-oriented concept.Second,student.It is necessary to improve students’ academic expectations,develop good studying habits.Third,family.Parents need to establish new ideas and change family education methods.Fourth,society.It is essential to increase the precise investment for rural small-scale schools,formulate specific and flexible policies for rural small-scale schools,explore rural teacher training mechanisms which is suitable for local educational reality,innovate supplementary mechanism of rural small-scale school teachers.