Investigation And Research On The Present Situation Of Geography Education In Junior High Schools In Tibet From The Perspective Of Balanced Development Of Compulsory Education

Balanced development of compulsory education is the only way to achieve educational equity.At present,China implements a county-based compulsory education management system.Under the guidance of national policies,compulsory education in Tibet Autonomous Region has achieved a basic balance within the county,which needs to be further promoted to a high-quality development of compulsory education.Its primary goal is to achieve a high-level balanced development within the county.Based on the investigation of the present situation of junior high school geography education in thirteen counties in Tibet,this paper discusses the present situation,existing problems and their causes of junior high school geography education in Tibet from the perspective of compulsory education balance,and puts forward corresponding strategies.Based on the educational background of Tibet,combined with the county-based compulsory education management system and the trend of the country’s continuous promotion of balanced development of compulsory education,at this stage,Tibet implements the overall planning of provincial governments,and the county-level governments clarify the mode of educational management rights and responsibilities.Taking this as the research background,this paper combs the research methods and ideas by reading relevant literature,defines the core concepts of compulsory education and balanced development,and expounds the theory of educational equity and effective teaching.In this paper,the academic performance of junior three students is taken as the main basis to measure the students’ academic level in geography.After the questionnaire results are processed by Excel,the students’ academic performance is set as the dependent variable,and the teachers’ education,teachers’ curriculum arrangement and students’ motivation are set as the independent variables.The data are linearly fitted by origin function drawing software,and then analyzed from the teacher level,the students’ level and the school level,and optimization strategies are put forward.In view of the gap between the teacher structure,the ratio of teachers’ academic qualifications to subject teachers,teachers’ teaching tasks and teachers’ training,etc.,and the standards for running compulsory education schools,this paper puts forward some strategies such as optimizing the teacher structure,retaining people with treatment,recruiting local students to return to their hometowns for employment,standardizing the content,duration and pre-job training of teachers.At the student level,there are obstacles in the communication between teachers and students.This paper puts forward some strategies,such as setting up bilingual posts,giving preferential treatment to students in their hometowns for employment,and training Han teachers in Tibetan daily language.At the student level,there are problems such as serious polarization of geography academic level and poor study habits,and strategies such as setting goals and teaching at different levels are adopted.Regarding the cultivation of students’ geographical practical ability,measures such as geographical experiment teaching and geographical life teaching are adopted.At the school level,there are some problems,such as inadequate policy implementation,weak supervision and the construction of inter-school communication platform.The problem of teaching instruments and facilities is that the policy implementation is not in place.Relevant departments should do a good job of control and establish a perfect management system for education and teaching equipment.Problems in school infrastructure affect the development of school education and teaching.The supervision of relevant departments is weak,so it is necessary to establish a long-term mechanism for the transformation of school infrastructure.In the absence of inter-school communication,the government can take the lead in building a platform for teachers to learn from each other in the region to promote educational reform.