A Research On Teaching Quality Of Compulsory Education In Minority Areas

Improving quality is the core of current education reform and development.Improving the teaching quality of compulsory education in minority areas is not only the key and difficult point to realize the balanced development of compulsory education and promote educational equity,but also an important task to narrow the educational gap and build a powerful country in education in the new era.Taking Dongxiang Autonomous County as an example,this study adopts the methods of test and questionnaire to study the teaching quality of compulsory education in rural and county-level cities of Dongxiang Autonomous County,and selects cities,prefectures and provincial schools for horizontal comparison,so as to understand the current situation of compulsory education quality in ethnic areas,reveal the gap of teaching quality between urban and rural areas,regions and schools,and analyze the main reasons affecting the teaching quality.The following conclusions are drawn:(1)The Dongxiang Autonomous County has a low teaching quality in compulsory education,with weak learning foundation of students in primary school.Because nearly half of the sixth-grade students fail to meet the basic requirements of the national compulsory education curriculum standard.Mathematics and English have become the weak subjects of the third-grade students in junior high school.Thus,There are low qualified rate,serious polarization of grades,and high potential risk of dropout.(2)There are significant differences in the teaching quality of different types of schools in the county.In the primary school stage,the teaching quality of county schools is better than that of rural schools;In junior middle school,the teaching quality of county and rural schools is at a low level,but the teaching quality of rural schools is relatively better than that of county schools;For different types of rural schools,the teaching quality of teaching centers is generally better than that of central schools,and the teaching quality of village primary schools is the lowest,but the teaching quality of rural schools is generally low.(3)The gap of teaching quality in Urban and rural,regional and inter-school compulsory education school is obvious.The teaching quality of provincial capital schools is the best,followed by municipal schools,and the teaching quality of county and rural schools is significantly lower.In terms of stages of studying,the difference of teaching quality in different regions is greater than that in primary schools.From the perspective of subjects,there is a big gap between schools in Dongxiang Autonomous County,especially in English and mathematics,and municipal and provincial capital schools.The overall level of students is significantly lower than that of municipal and provincial capital schools in terms of words,reading,writing,calculation and comprehensive application.(4)The main reasons for the low teaching quality of schools in Dongxiang Autonomous County are the lagging educational concept,the lack of closed-loop management of teaching supervision and evaluation,the unbalanced structure of teachers,the limited teacher training and school-based teaching and research,the excessive external interference of schools,the disorder of daily teaching management,the low level of students’ national language and l learning experience,the imperfect family-school cooperation,and the weak social support.Based on the research conclusions,the following suggestions are put forward:adhere to the concept of high quality and balanced development,establish the “turnover pool” of municipal teachers,flexibly adjust the school system of rural compulsory education,reduce the size of school classes in ethnic minority areas,carry out small class teaching and implement hierarchical teaching,give full play to the role of“Internet+education”,integrate teacher training,thus forming a demand-oriented teacher training system,with higher overall regional development and teaching quality in ethnic minority areas.