Research On The Endogenous Development Path Of Rural Schools In Ethnic Minority Areas Based On Teaching Refor

China has always attached great importance to rural education,and the funds invested in the construction of rural schools have continued to increase.However,the number and scale of rural schools continue to shrink after"withdrawing and merging",and the problem of "hollowing out" in rural areas is prominent.In order to improve the situation of the continuous loss of students and teachers in rural schools,China’s policy began to encourage rural schools to rely on independent power and carry out connotation development.Throughout the rural schools such as Tianzige Xinglong Primary School in Guizhou,which broke through the development dilemma,all of them developed from passive to active,improved the quality of education by teaching reform and other ways,and attracted the return of school-age population.It can be seen that endogenous development is the "magic weapon" for rural schools to regain vitality.Therefore,the main problem of this study is how rural schools in ethnic areas can get out of the road suitable for their own endogenous development.The introduction summarizes the development problems and experiences of rural schools at home and abroad,and introduces the theory of endogenous development into the school system,with the intention of clarifying the specific elements and operating mechanism of endogenous development and laying a theoretical foundation for this study.The empirical research part of this paper selects the rural school in Tongxin County of Ningxia as a case study.Through the introduction of the case schools,the whole situation of rural schools is reflected:at present,the hardware facilities and equipment conditions are good,but the students and teachers are still in a weak position.Since 2016,T Primary School has tried to improve the development quality of the school with teaching reform,including "Chinese education" reading teaching,"speaking and learning" Chinese teaching,"doing middle school" mathematics teaching,"physical education integration" physical education teaching and other reforms.On the one hand,the school uses "Internet+education" to improve the quality of teaching reform,on the other hand,the teaching system and teaching research activities to ensure the continuous progress of teaching reform.Teaching reform has stimulated the endogenous development of rural schools,but it has also exposed some development problems.This study summarizes the development experience as internalizing the motivation of teaching reform,coordinating the process of teaching reform,motivating and guaranteeing the teaching system,and focusing on internal evaluation and feedback.The development problems are mainly divided into two categories:one is the insufficient development of the internal force of the main body,which mainly includes the lack of willingness of the leadership to take the initiative to change,the lack of deep teaching motivation of the teachers,and the lack of lasting learning vitality of the students;The second is the insufficient transformation of internal and external resources,which mainly includes the lack of effective integration and utilization of internal resources,the lack of continuous investment of external material resources,the lack of guidance of external human resources,and the lack of management connection of external organizational resources.As the key point of connecting the internal subject and internal and external resources of the school,teaching reform can effectively integrate the internal force of the subject and the transformation of resources,and promote the internal development.Therefore,based on the teaching reform,this study puts forward the endogenous development path of rural schools in minority areas:first,set up leading groups to enhance the leadership of principals;Second,discipline reform should be carried out first to stimulate teachers’ teaching motivation.The third is to deepen school-based research and develop the advantages of small class teaching;Fourth,establish inter-school cooperation to promote the sharing of high-quality resources;The fifth is to innovate school management and optimize the connection and utilization of resources.Only when teaching reform is interlinked can we promote the internal and external linkage of school subjects and resources,improve the education quality of rural schools in minority areas,and help rural revitalization.