As a teacher who has worked in rural schools for many years, I know very well that rural schools have always lacked teachers. Even after entering the 2 1 century, the slogan of quality education is loud and clear, and music, physical education and aesthetic education in rural schools cannot be carried out normally.
Some people say that this is because the rural conditions are difficult, and professional teachers such as music and art can't be recruited and can't stay.
In my opinion, I'm afraid not. I think the key problem is the lack of teachers in rural areas. A few years ago, normal schools all over the country trained many teachers majoring in music, physical education and beauty. However, due to the shortage of teachers in rural areas, most of these teachers switched to teaching Chinese, mathematics and other professional courses after they took up their jobs. I am a music major and like music very much, but I have been teaching Chinese since I worked, but I have no chance to be a music teacher for a day. Because the majors of music, physical education and beauty are not taken seriously, some teachers have to teach other subjects because it is not easy for them to achieve results, and they often can't get the indicators when they are promoted to professional titles.
Secondly, the teacher establishment is determined according to the number of students, and the teacher-student ratio of rural schools is smaller than that of cities, which is even more unfavorable to rural schools. Due to the small scale of rural schools, the distribution of students is likely to lead to the result of teachers' "class protection". Even the so-called "main course" teachers are in short supply, and music, physical education and aesthetic education are naturally even more difficult.
Although Henan Province has been holding skill competitions in English, physical education, music and other disciplines for young teachers in rural primary and secondary schools in recent two years, it is hoped to promote and guide rural primary and secondary schools to attach importance to weak disciplines such as physical education and music and comprehensively improve the overall quality of primary and secondary school students, but the reality is not ideal. As grass-roots teachers, we are eager for relevant parties to take concrete actions to change this situation.