Research On The Endogenous Development Strategy Of Rural Small-scale Schools

With the implementation of the family planning policy at the beginning of the21 st century and the continuous advancement of urbanization,rural school-age children have gradually decreased and the outflow is serious,leading to the emergence of a large number of small-scale schools in rural areas,which has become a shortcoming and pain point in the development of rural education.However,with the release of the national rural revitalization strategy and the in-depth development of the integration of urban and rural compulsory education,the development of rural small-scale schools has received great attention from the party and the state,and a series of related policies have been issued to support the development of small-scale schools.Usher in an unprecedented development opportunity.Based on the realistic background of the development of small-scale schools,this study adopts the mixed research method,based on the theory of educational ecology and the theory of endogenous development,takes 181 small-scale schools in Y County of Henan Province as the research object,through questionnaires,interviews,observation and other data collection methods,combs the development status and multiple difficulties of small-scale schools in rural areas,and on this basis.Focus on combing the endogenous development experience of three high-quality small-scale schools.The investigation shows that under the guidance of the national macro-education policy and the efforts of the regional education departments,the development of rural small-scale schools has made some achievements,but there are still many problems,which are as follows: the teaching conditions have improved significantly,but the infrastructure still needs to be optimized;The teaching staff has been improved,but the quality of teachers still needs to be improved;The level of high-quality balance has been significantly improved,but there is still a phenomenon of loss of students.The reasons for the development of small-scale schools include the external and internal aspects of schools.The external aspects of schools are mainly reflected in the educational gap that can not be eliminated due to the long-term urban-rural dual barriers,the inadequate funding mechanism of the bottom line standard,and the unreasonable teacher allocation policy that hinders the acquisition of high-quality resources for small-scale schools;On the internal level,the ability of small-scale schools to effectively use external resources is weak,the leadership consciousness of principals is weak,the consciousness of teachers’ self-development is weak,and the educational concept of small-scale schools is vague.Through the experience of endogenous development of three small-scale schools,with the help of field observation and research data processing and analysis,it is found that the exogenous factors that maintain the operation of schools have been basically satisfied,and the key to the development of schools has changed to the excavation and promotion of internal growth force.Among them,the participation of all school members is the basic guarantee of school development,the professional development of principals and teachers is the key factor of school development,the improvement of school resource integration ability is the basic premise of development,and the connotation development is the fundamental way of school development.At the end of the study,based on the actual development of rural small-scale schools and the successful experience of endogenous development of three case schools,this paper tries to explore low-cost and replicable endogenous development strategies of rural small-scale schools.Through the establishment of the concept of endogenous development,the participation of the main body of school education,the promotion of development ability and the construction of endogenous development culture,we can improve the development status of rural small-scale schools and promote their healthy and sustainable development.