Today, China has changed from a big agricultural country to a rising one. However, when the new curriculum reform has been fully promoted for nearly ten years, it is still inconclusive whether the problems of rural education in China have been well solved. As long as we pay attention to it, it seems that we have heard many voices from rural education complaining about being tired and poor, and we have also seen many pictures of underdeveloped and uncoordinated rural education. What are the problems of rural education? Why are there these problems? How to deal with it? Every educator who dares to take responsibility should "be careful not to look thin in the mirror", and think and explore the high, fast and good development of rural education with the great mind and wisdom of "worrying about the world first and enjoying the world later".

First, the causes of problems in rural education

Throughout the history of education reform and development in China, we find that Liang Shuming, a famous scholar and master of Chinese studies, was the first person to talk about rural education. He believes that under the special form of "ethics-oriented, career-oriented" in China, education must start from the countryside and give priority to the development of rural education. Today, China's rural education has undergone earth-shaking changes. Education is no longer simply regarded as a purely political or economic tool, and knowledge is no longer emphasized but ability or knowledge is ignored, and people's own development is no longer ignored. However, with reference to the discussion on education in the report of the 18th National Congress of the Communist Party of China, the goal of running a satisfactory education for the people and the real experience of rural teachers, we can easily find the following problems.

1. The value orientation of rural education is "waves hit ships and shake the track".

The report of the 18th National Congress pointed out that "education is the cornerstone of national rejuvenation and social progress. We must give priority to the development of education, fully implement the party's educational policy, insist that education serves the socialist modernization and the people, regard moral education as the fundamental task of education, and cultivate socialist builders and successors with all-round development in morality, intelligence, physique and beauty. "

From here, we can easily see that as a big agricultural country, the national conditions determine that we should give priority to the development of rural education with a larger population and let more qualified citizens participate in socialist modernization. But in fact, rural education has always been presented as a relative concept of urban education, ignoring the construction mechanism of rural culture itself and taking pure urban education as its value orientation of transformation and development. This "separation between agriculture and capital", "urbanization-only" and "pan-urbanization" makes today's rural education always implement a unified national teaching model, curriculum plan, curriculum content, syllabus, teaching materials and evaluation mechanism, which shows the characteristics of urbanization in determining training objectives, selecting curriculum content and evaluating educational indicators, and is no different from urban education. In rural areas, education is only regarded as a tool for further studies, a ladder for career and rank, a stepping stone for pursuing fame and fortune, a screening tool for jumping out of the "agriculture" door, or transporting semi-finished products to urban processing plants. Even if many farmers' children get what they want, there are a lot of losers behind every winner that we have almost forgotten. Their failure can't cover up the disappointment of most farmers and their rejection of this kind of education. Out of the competition field of sharing scarce educational resources, they began to wake up. Since this road is difficult, why should they study hard for more than ten years? Under this ideological background, rural education has become a habit of taking exams, tired of learning, or even not taking exams, which seriously deviates from the educational value orientation. Farmers' children have to shine the bright moon that should be hung high in the cultural sky into the ditch of fame and fortune, and they don't like "armed" exam-oriented education or "red skirt" with all-round development.

2. Rural education equity is "difficult to enter the homes of ordinary people".

Compared with the 17th National Congress of the Communist Party of China, the report of the 18th National Congress of the Communist Party of China has put forward new requirements for educational equity: "Vigorously promote educational equity, rationally allocate educational resources, focus on rural areas, marginal areas, poverty-stricken areas and ethnic minority areas, support special education, improve the financial aid level for students with financial difficulties, actively promote the equal access to education for children of migrant workers, and make every child a useful talent." These requirements are very clear. By narrowing the educational differences among regions, urban and rural areas and special groups, we can provide each student with relatively fair educational opportunities and let children become useful talents through education.

But looking at reality, the policy points to fairness, but it has not achieved fairness well. Even the more we appeal, the more unfair it is. Fairness has almost become a mockery of rural education. Someone joked: "China's economy sacrificed Shanghai for the revitalization of Shenzhen, and then developed the coast, but suddenly looking back, it was found that the central part had collapsed." So is education. Compared with the investment in urban education, rural education is simply a drop in the ocean. Just taking a school attached to Fudan Middle School in Shanghai as an example is enough to see the whole leopard. Because 100 teachers' private cars have nowhere to park, and the school building has a strong color at the end of last century, and the supporting facilities such as swimming pool and underground parking lot are not complete, the school immediately invested 350 million yuan to dismantle the school building. It is said that the per capita education expenditure in Shanghai is 20,000 yuan per person. All these can explain the necessity of "vigorously promoting educational equity, rationally allocating educational resources, and focusing on rural areas, marginal areas, poverty-stricken areas and ethnic minority areas", indicating that educational policies are still unfair to rural education.

For a long time, China's educational modernization has taken the road of giving priority to efficiency, allocating limited educational resources to areas and schools that can give full play to benefits. In rural areas, these schools are basically "key schools", "demonstration schools" and "experiments" in cities and towns. For backward areas and weak schools that need educational resources most, they only need to meet basic needs, rebuild dangerous houses and popularize the ninth grade. The allocation of educational resources was wantonly plundered by key schools. Obviously, the modernization of efficiency is contrary to the essence of educational modernization.

Pursuing fairness is the proper meaning of educational modernization. In rural education, although the equality of educational opportunities has been basically guaranteed, elite education has not fully implemented the work of cultivating the excellent and helping the poor, resulting in unfairness in the educational process; Because this town is heavy.