Recessive Dropout In Rural Areas Under The Practice Of Controlling Dropout And Guaranteeing School ——Based On The Research Of H Village In S Province

With the advancement of improving completion and reducing dropout in education,the dropout rate in the compulsory education period in China has decreased significantly in recent years.By the end of 2020,the number of Chinese students who dropped out during the compulsory education period has dropped to 831.However,there are still many issues that cannot be ignored.In rural areas,there’s almost no student dropping out of school due to poverty and students often choose to leave school out of their subjective will.However,due to the clear provisions of compulsory education and the requirements of reducing school dropouts,students in the compulsory education stage are not allowed to drop out of school.So students gradually choose to be a recessive dropout instead of a direct one.In such condition,their student’ status file stays in school but the students are not.They play outside the school,go out to work and rest at home.Under the strong measures of reducing school dropouts,recessive dropouts will be persuaded to return to school.Thereafter,they would find themselves hard to fit in the school environment because they do not agree with school education psychologically.They have no interest in attending classes,even disrupt the order of the class and repeatedly drop out of school,which is a new phenomenon.In this paper,the issue of recessive dropouts in the context of reducing dropouts was discussed to find what affects students dropping out and to seek more effective solutions to their common problems.In this paper,the methods of interview and participatory observation were adopted.Through field research and visits,interviews were conducted with a number of recessive dropouts,teachers and school leaders responsible for reducing school dropouts as well as staff of the Education Bureau to understand the work progress and remaining problems in reducing school dropouts.The direct reasons that cause students leaving school are usually poor grades,no hope of high school admission and lack of sense of belonging in the school.The factors that cause this state of mind are related to family,social environment,school education orientation and the setting of teaching activities.It is important to note that students’ choice to leave school is usually not spontaneous,but goes through a process of change,from gradually being unable to integrate into the school routine,to becoming a marginalized student in the school,to finally choosing to leave school.Therefore,it may be more effective to shift the focus of dropout management from results to processes.Based on enculturation,social stratification theory and big tradition and small tradition,from theperspective of structural poverty,this paper analyzes it from the three dimensions of urban-rural separation,social class and economic level,and discusses the reasons leading to the final recessive dropout of students.From the perspective of economy,the economic development level of urban and rural areas is different,and the educational resources in rural areas are deficient compared with those in cities.Students are prone to bad learning habits and weariness.From the perspective of culture,the incompatibility of rural local knowledge and school education easily leads to students’ inadaptability to school life.Students in rural areas are in a weak position in educational resources,cultural awareness and other aspects.Low social class makes students and their parents regard education as a way of social class transition according to the traditional smallholder rationality,and choose to terminate the education process in advance when they realize that there is no hope for further education.In the nine-year compulsory education,a single examination-only evaluation system becomes a thrust,pushing students with poor grades away from the school environment.As the reasons for dropping out of school change,the way of reducing school dropouts should also be changed,giving students psychological support instead of financial subsidies so that students of different grades have a sense of participation and identity in school education.To eliminate the problems of recessive dropouts,we need to start from two aspects: change the understanding of compulsory education in rural areas and help transform the school teaching mode.On one hand,from the social and cultural perspectives,it is necessary to promote the overall transformation of educational concepts in rural areas and step up publicity efforts.The fundamental goals of reducing school dropouts are improving students’ willingness to study,making them agree with education and subjectively willing to receive education.On the other hand,in daily teaching activities,we should change the educational goal purely oriented towards further education,enrich school activities and teach students in accordance with their aptitude,so that "underachievers" have a better sense of belonging in the school and feel their personal value in school education.