A Study On The Current Situation Of Regular Teaching Management In Small Rural Schools

The teaching routine is the embodiment of the teaching law and the most basic requirement for the teaching process.It is a regular rule that has been inherited from teaching,in line with the laws of school work and tested by long-term practice.Teaching routine management is a means to carry out school teaching management activities.It is a scientific,rational and effective mechanism of organization,coordination and supervision,and a management activity to improve the effectiveness and quality of teaching and learning,while ensuring the orderly implementation of daily teaching and learning.As a special form of educational organization,small rural schools have made important contributions to the development of basic education in China.The problems in the management of teaching routines in small rural schools are the problems that rural basic education must face.There are abundant studies on small rural schools in China,but the studies on the management of teaching routines in small rural schools are more limited.Using the relevant regional documents and school teaching routine management content rules as a reference basis,it is especially necessary to investigate the current situation of teaching routine management in rural small-scale schools,identify problems and clarify the causes of the problems,help improve and optimize the content and methods of teaching routine management in rural small-scale schools,improve the quality of teaching in rural small-scale schools,and enrich theoretical research related to rural education development.In order to gain an in-depth understanding of the real situation of teaching routine management in small rural schools,this study used literature,interview,questionnaire,and observation methods to obtain the dimensions of exploring the current situation and identifying problems.This study firstly,with the help of literature research,combed through the studies related to small rural schools and teaching routine management to understand the existing research results and research scope;discussed and defined the three core concepts of small rural schools,teaching routine,and teaching routine management,and divided the content of teaching routine into three aspects: curriculum routine,classroom teaching routine,and teaching and research routine;and clarified the four main dimensions of the current situation of teaching routine management in small-scale rural schools: management subject,management structure,management content,and management method.Then this study also used the interview method as the main method and the questionnaire and on-site observation method as the supplementary method to obtain the data of the current situation of teaching routine management in the surveyed schools.Three principals and three teachers in two small rural schools and one teaching site in Pingxiang City,Guangxi Zhuang Autonomous Region were selected as interview subjects to understand the current situation of teaching routine management in the schools;four classes of students were selected as questionnaire subjects to further confirm the current situation of teachers in classroom teaching routine.The on-site observation method was used throughout the survey as a supplement to the data and materials obtained from the survey.The interview materials,questionnaire data,and observation materials obtained from the survey were compiled,and then in the objective description and summary of the current situation,it was found that the problems in the three small rural schools investigated were: unclear authority and responsibility of management subjects and lack of teacher participation;unsound management structure and mismatch between positions and functions;management content detached from school reality and not implemented;and management methods overly dependent on inspections from higher levels and passive management situation.Combined with the analysis in the interviews,the reasons for these problems are multiple: informal relationships among teacher groups weaken the effectiveness of teaching routines;lack of teachers in small rural schools;lack of school-based management of teaching routines in small rural schools;and inappropriate interventions by the educational administration to which the school belongs.Based on the above problem summary and analysis,the author proposes corresponding countermeasures from the perspective of teachers,school administrators,the school as a whole,and the education management department:First,the school itself should build a school-based management system for teaching routines in small rural schools and implement a people-oriented teaching routine management.Second,the school should strengthen the team of teachers and optimize the supervisory environment by using the joint efforts of home and school.Again,small rural schools should integrate curriculum resources and build a platform for teachers’ professional growth.Finally,education administrations should be appropriately decentralized,school-based,improve teacher compensation mechanisms,and provide adequate financial support for the development of small rural schools.