Gansu Basic Education Project Investigation Report

Gansu Basic Education Project Investigation Report

On April 21-23, 2005, Li Chunye from the Development Department of Shaanxi Women's Research Association and 13 comrades from the Yichuan County Education Department went to Lanzhou to inspect the China-UK Gansu Basic Education Project. During the three-day study, we learned about the implementation of the China-UK Gansu Basic Education Project, visited several schools on the spot, learned about the enrollment rate of the Sino-British project in the compulsory education stage in poverty-stricken areas, and reduced the unfairness in education. Many measures have broadened the thinking of the people who went to the education system, and they have a lot of feelings. They have provided some experience for the education reform in the education sector in the second half of this year. The following is a detailed introduction to the situation of this trip.
I. Purpose of the Study One of the objectives of the Yichuan Community Comprehensive Development Project is to improve the enrollment rate of girls and improve the quality of teachers' teaching. To this end, the project has previously invited Lanzhou Sino-British project teaching experts to provide participatory teaching methods for project county teachers. It is hoped that teachers will have a preliminary understanding of participatory teaching methods and can be applied to practical teaching activities. However, due to various reasons, the application of the new teaching method is not very smooth. In order to learn more about how the new teaching methods are applied to the actual situation, how the community integrates with the school development plan, the project designed this activity.
Second, the inspection schedule · April 21:
----- Talk with the staff of the Sino-British Project Office in the conference room of Lanzhou Education Building to understand the overall situation of the project;
----- Go to Dongxiang County, Linxia City to visit Qiaolu Elementary School and Solidarity Elementary School;
----- Have a discussion with the Linxia City Project Office staff to understand the implementation of the project.
· April 22:
----- Go to Hezheng County, Linxia City to visit the Xiaoguo and Xinji National Primary School. During the visit, discuss with the school personnel, attend classes, visit schools, etc.
· April 23:
----- Investigators talk about the harvest.
3. Implementation of the China-UK Gansu Basic Education Project
1. Project Overview:
The China-UK Gansu Basic Education Project is an experimental project for basic education in poverty-stricken areas. The purpose of the project is to improve the enrollment rate in compulsory education in poverty-stricken areas, thereby helping to improve the basic education in poverty-stricken areas and reduce inequalities in education. . A total of 11.2 million pounds of aid was provided by the Department of International Development of the British Government. It was launched in December 1999 with a five-year cycle and was extended for another year, with an increase of £1.3 million. The project is mainly implemented in the four most impoverished counties in Linxia Hui Autonomous Prefecture of Gansu Province. The Gansu Provincial Department of Education is responsible for project management, and the Cambridge Education Consulting Company of the United Kingdom provides technical support through a team of domestic and international experts. The entire project consists of more than a dozen parts, which are interlinked and cover almost all areas of basic education. Among them, the two key areas of the project are school development programs and participatory teaching, and all areas are centered around the core of the school.
2. The content structure of the China-UK Gansu Basic Education Project:

3. The areas of concern of the project and the current results:
On April 21, I met with the head of the project office, Mr. Ba, and Director Bai and Zhang Yong. They listened to their overall introduction to the project and learned about the areas of Sino-British project and the current progress. The following is a brief introduction. :
School Development Program: The goal of the school development program is to encourage schools to establish close ties with the community and encourage counties and schools to work together to find ways to develop the school. The goal of the school development program is also to change the relationship between the school and the county level, from the traditional "top-down" relationship to the "bottom-up" relationship. This change in relationship is achieved by giving schools more rights to participate in their own development problems. The goal of the school development program is also to establish a closer relationship between the school and the community, and to change the relationship between the two by focusing on the problems in the social development field that hinder children's enrollment, consolidate and improve academic performance.
The core concept of participatory teaching methods is “child-centered, equal participation”. The purpose of this project is to improve the method of training Chinese teachers, focusing on strengthening teachers' teaching methods, and not teaching them some knowledge. Teacher training also emphasizes that teachers use local resources as much as possible to reduce the cost of education and ensure that the needs of vulnerable groups are considered in teaching. At present, 79% of the teachers in the four project counties have been trained, and the total number of training has reached 5,700.
Early education: Mainly teaches first- and second-year teachers the skills to teach in both large and double classes.
Special education needs: mainly to help teachers to include children with special educational needs in the entire class.
Principal training: Mainly to improve the practical knowledge of the principal. The eight modules of this training are under development. The 685 principals of the four project counties received comprehensive training, and the management level of the principals was significantly improved.
Education budget reform: Commitment to increase investment in education within the budget, especially to improve the quality of education.
New supervisory system: based on school development plans and assessment support teachers.
Develop supplementary reading materials to help children's language acquisition and development.
Strategies to increase enrollment: help more children enter school. Among the strategies are: providing a lunch plan, allowing female teachers to teach in remote areas, establishing a beautiful campus, and a scholarship program. At present, there are 235 villages and small schools in the project counties to carry out free supply of boiling water, four teaching sites have launched a free lunch pilot, and 18 villages have launched the “Building a Happy Campus” activity. 49,274 poor students received bursaries, including 33,912 girls, accounting for 68.82%; 35,652 minority children, accounting for 72.35%. The enrolment rate of girls and minority children increased by 22.23% and 17.1%, respectively, before the implementation of the project.
At the same time, special attention is paid to vulnerable groups such as poor children, girls and minority children, and the project concept is adopted to reduce unfairness in education.
School layout planning: New school layout planning is more efficient and scientific. In order to reduce the human factors and randomness, students can go to school and facilitate students to attend school.
Civil engineering: Mainly to improve the quality of children's school buildings, improve the campus environment and make the playground more attractive. As of April 2004, four project counties have rebuilt and expanded China's 176 small schools, adding and expanding 50,729 square meters of school buildings. It is equipped with a number of sports, music and sanitation facilities for the villages and schools in remote and impoverished mountainous areas.
Education Planning: Support the County Education Bureau to improve educational planning capabilities.
Research topic: Focus on action research, all participants become researchers involved in research.
Monitoring and evaluation: The impact of the project is assessed through monitoring and evaluation.
The biggest change comes from the changes in the educational philosophy and attitude of local teachers and education officials, which is also the most valuable and constructive outcome of the project. These changes include changes in the relationship between the school and the county's education sector; changes in the relationship between the school and the community; and changes in the relationship between the teacher and the student.
IV. Summary and reflection on the Sino-UK basic education project During the two-day inspection process, we discussed with the staff of the Gansu Provincial Education Department project office to understand the overall situation and implementation of the project, and to the next two days. The small school of the country went to the field to visit. The following are some conclusions and reflections on the Sino-British project.
1. Have more understanding of the participatory teaching methods and how to promote them. Combined with the investigation, we have more thoughts on our projects. The purpose of participatory teaching and its training is to change the traditional teaching methods of teaching and filling. The role of the teacher in the classroom is changed from being a guide to a guide and a collaborator. The student is the explorer and the practitioner, and realizes the interaction between the teacher and the student and the interaction between the students and the students, and cultivates the creative thinking of the students. The first priority is that the education management department needs to change its mindset; once again, our teachers need to change their mindsets, and the change of ideas is very difficult. At the same time, the requirements for teachers have also improved a lot. Not every teacher can design the main knowledge points into the teaching content, and some teachers suggest that participatory teaching gives little information in the same time. Currently we have the following problems:
If participatory teaching is not well understood, it is easy to form formalism. It is simply to change the classroom layout to participatory, but the professor's content is still traditional. This requires us to understand the participatory here. There is no form or mode of participation. He needs us to create and explore its own participatory participation according to its own objective conditions, the content of the lectures, and the characteristics of the teachers. How to internalize participation is a problem. My own understanding, combining participatory and traditional methods, may be better depending on the way you want to explain the different ways.
The question of evaluating the criteria for teachers. At present, our evaluation criteria for teachers may be more focused on the students' achievements. If we do not change our evaluation criteria, participatory teaching is difficult to continue. In the face of this problem, the Sino-British project has tried systematically to change the evaluation criteria for teachers. The evaluation criteria for teachers are no longer based on teaching achievements, but from teachers' morality, class management, teaching design, classroom management, education and scientific research, homework review, activity development and counseling, etc., which solves the teacher's Worried about it.
Training for teachers. Training for teachers should be long-term, uninterrupted, and have a supervisory team. Awareness and skill are a process of continuous reinforcement and continuous support. It is impossible to rely on one or two trainings. But as far as our project is concerned, teacher training is only one activity in the Yichuan comprehensive development project. We don't have a lot of money to support this part. However, the education department began to work on the new curriculum reform in the second half of the year. The foundation laid by our project was previously believed to be smoother.
2. Innovation in the school management mechanism and fundamental changes in the role of the principal. The traditional principal is administrative, mainly dealing with school administrative affairs, and rarely instructs the first line of teaching and teaching. He Long, the principal of the New Gathering State School in Hezheng County, is the developer of the Chinese and British project teacher training materials. He has a thorough understanding of the participatory concept and often teaches teachers. And in the management school is also based on the "service" concept. This management objective has greatly increased the sense of belonging of teachers to the school.
At the same time, the teaching and research activities of the new small countries are solid and effective. The school regularly determines the teaching and research topics. The young teachers form a research group to conduct research and conduct the “four lessons” activities, namely: help classes, teaching seminars, The teaching resource development course will comprehensively improve the teaching standards of teachers.
3. The counties and counties we visited belong to ethnic minority areas and belong to national poverty-stricken counties. The educational foundation is relatively weak and the conditions are arduous. There are still hundreds of agency teachers there. However, under such circumstances, everyone is adhering to the concept with the support of the project, finding a way out for the development of the school, combining with the community, and fully mobilizing the resources available to develop education. I think our conditions are much better than there. If our educators can change their mindset and have a new consciousness, our education will take a new step.
V. Examine the experience and feelings On the last day of Lanzhou, we have a summary of the overall situation of the visit. Each teacher talked about their feelings, opinions and experiences in the future work. It is the experience of the teachers:
· Zhao Yousan: Talk about three points. The first point is to Dongxiang County. In the more difficult places, many teachers, especially those private teachers, only have more than 100 yuan in salary in January. They are also very dedicated and stick to their posts. It is quite good, and it also strengthens my professionalism and inspires us. The second point we visited yesterday is the new collection of small countries. From the management of the school to the philosophical aspects of the teachers, it is very good. I have paid attention to the participatory teaching of the people. The problems set in the classroom are very important. This is worth learning. The third point: From the perspective of school management, I feel that he still has a gap with us. The incentives for teachers are not linked to wages. I think that in the current economic period, it is still not long-term.
· Li Tianji: The management of the new small country reflects the innovation of teaching. In the teaching, you tell me, I may have forgotten things, but you let me participate, I may understand. In teaching, students should be the subject. From the interaction, refutation, and teacher guidance in their participatory teaching, it can be reflected in the common growth of teachers and students. Under that condition, it is worth learning that we can learn to do this.
·Han Defeng: With regard to participatory teaching, we can try it after we go back. There are two points in the experience of visiting: from the perspective of other schools, the ideas and ideas from the principal to the teacher's teaching are worth learning. Another is that the new school's educational environment is very innovative, and it has a warning effect on teachers and students. This is something we are worth learning.
Li Cuixia: We visited three schools. Now I mainly talk about the third school. The campus environment and atmosphere of their school are very strong. The layout of the classroom can fully demonstrate the students' ability. Each classroom has its own characteristics. From the lecture, I listened to a teaching seminar, the teachers who participated in the lectures participated, and the teachers who attended the lectures also participated, and the atmosphere was very good. Their classrooms are for students to see inside, not for teachers. Compared with their schools, our school has a larger class and how to conduct participatory teaching in the big class. This is a problem we have at present.
· Feng Jianlin: 1. Their professionalism is very worthy of our study, especially in Dongxiang County. The conditions there are so difficult, it is not easy. 2. This visit has a deeper understanding of participatory teaching. They implement the concept of participatory teaching very well, pay attention to fairness, focus on weakness, and deserve our study. 3. We participated in the training of participatory teaching methods last year, but the amount of our class is too large, but we have made a simple attempt. Through this visit, how should the big class engage in participatory teaching, we still need to try again after going back. Explore. 4, their help class is very good, and we are just on the open class, which requires us to go back and borrow the mirror.
Xue Changqiong: Through this study, I have broadened my understanding of participatory teaching. I used to think that it is a method. However, in the teaching and research activities, in the class management, you can use the participatory method and use it in the class management to let everyone know the class. Management is not a teacher's personal matter, mainly students, so that they will be very motivated and initiative, and that this is our own business. In fact, the hardware facilities there are much better than here, but we are not moving, lacking this awareness, so that every teacher has this awareness, I think we will do better than them.
· Zhang Wei: I visited three schools. The conditions are very difficult, especially for private teachers. The spirit is my admiration and worth learning. The school layout of the school is very distinctive and can reflect the concept of equal participation. For example, many student paintings on the wall can give full play to students' imagination and creativity. The hardware conditions of the new school are still much worse than ours, but the concept of the teacher is new and the training is more. I have been working for 13 years. Today is the first time, so I feel a lot deeper. Participatory teaching is not only a form, it is reflected in various aspects, such as: school management, teaching and research activities, etc., they are characterized by people-oriented, student-centered development philosophy. Through this study, I will try to use participatory methods in the future work, and with the new curriculum standards we will implement this year, it is necessary to develop the personality and characteristics of students. This is coincident.
· Yang Mei: Participatory teaching is not only a form, but an idea. It is the integration of all aspects of our teaching life. For example, in our daily preparations, we can use participatory and improve together.
· Yang Hailin: Our Yichuan teachers have a much higher education level than here. However, people can do a good job in participating here. I have carefully reviewed their campus culture and embodied the concept of teaching and educating people everywhere. In the new school, their school affairs public column is outside the school gate, and the list of students who enjoy the two exemptions and one supplement is announced. The new curriculum reform is to change educational thoughts, educational concepts, educational concepts, and call for participatory teaching. I hope that when you go back, you can bring what you see and hear to other colleagues. In the second half of the year, we will implement a new curriculum reform, but whether our new curriculum reform can be implemented smoothly, whether the participatory teaching method can be mastered, and the future work is still very large.
Through this trip to Lanzhou, everyone in the same place has deep feelings in their hearts, and they already have knowledge in their own consciousness, which will help the next step of work, but education reform is a big one after all. Engineering, especially the transformation of consciousness, is the most difficult, but I believe we can do it well.