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Research on the integrated development of urban and rural education in Hunan

Chunling Tang1,Shenhong Zhang1, RuoxinLi 2 1.Central South University of Forestry and Technology, ,410004,China 2. University, Xiangtan, 411105,China

Abstract:The integration of urban and rural The existing literature on the integration of urban education is a realistic need to gradually narrow the and rural education mainly comes from the gap between urban and rural education, realize the following three aspects: balanced development of urban and rural education The first is about the development model of urban and complete the task of education poverty and rural education integration. Zhang Yaguang alleviation. (2018) analyzed the development strategies for the In order to provide a reference for the integration of integration of urban and rural education in Japan. urban and rural education in Hunan, this paper puts That is to start with the top-level design such as forward a series of measures and suggestions on the development planning, strengthening construction overall planning of the government, the balanced of legal system, the construction of rural public development of basic education in urban and rural service system and the construction of policy areas and optimization of education quality support system [2]. Liu Wei (2017) pointed out that assessment in the light of the present situation of the hardware environment and construction the integration of urban and rural education in structure of education information resources Hunan Province. sharing can be improved to realize the deep sharing Key Words:Hunan, integrated development of of urban and rural educational information urban and rural education, development resources, and finally promote the integration of countermeasure urban and rural education [3]. Luo Zhe (2013) summarized the model of Chengdu's educational 1. INTRODUCTION integration as ―global perspective, government-led, The concept of urban-rural education integration one-yuan standard, oblique allocation, and high- policy was formally formed after the release of the quality sharing‖ [4]. An Xiaomin, Zhai Zhihui 2010 National Medium- and Long-Term Education (2012) pointed out that the development model for Reform and Development Plan (2010~2020). It promoting the balanced allocation of urban and refers to the constraint of dual system that breaks rural educational resources in counties (districts) through the division of urban and rural areas, and includes, for example, the bundled development regards urban and rural education as a whole, model of urban and rural schools, the rational coordinating, balancing urban and rural educational mobility model of urban and rural teachers, the resources and educational elements and sharing and school entrusted management model, the zero- rational mobility between urban and rural areas, choice model, and the group-run school mode, etc. and achieving mutual support and supplement [5]. between urban and rural educationand ultimately The second is to develop strategies and achieves the common development of urban and countermeasures for the integration of urban and rural education [1]. rural education. Li Zhanying (2018) believed that

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the realization of the integration of urban and rural and rural education in Hunan Province in 2017 is educational resources requires the formation of 5.899, compared with the development index of urban and rural complexes and the sharing of national urban and rural education integration educational resources with modern network issued by the China Rural Education Development technology [6]. Yang Wei'an (2015)thought that Report in the same year. There is still a big gap. urban and rural education integration includes the There are still many problems in the level of coordination of educational goals, educational integration of urban and rural education in Hunan objects, and educational resources [7]. Han Qinglin Province, and the overall need is to be improved et al. (2012) proposed to promote the [12]. modernization of urban and rural education 2.1 The achievements of the integration of urban integration from the aspects of educational thoughts, and rural education in Hunan educational concepts, and education funding 2.1.1 Rural school conditions are gradually guarantee system of policy measures [8]. improved The third is the integration of evaluation index and From all above, there is still a certain gap in the system of urban and rural education. Qin Jianping allocation of educational resources in urban and (2015) proposed the key elements and evaluation rural areas in Hunan, and the conditions for running indicators of urban-rural integration [9]. Zou Yan et schools in rural and remote areas have yet to be al. (2013) conducted a study on the evaluation further improved. In order to change this situation, index system for urban and rural education in the Hunan Provincial Party Committee and the Chongqing [10]. Li Ling et al. (2012) established Provincial Government clearly requested that an evaluation index system to quantify the priority should be given to the construction of connotation of urban and rural compulsory standardized schools in primary and secondary education integration, monitor the process of schools in the urban-rural integration department in integration of urban and rural compulsory 2016, and the evacuation and transformation of education, and evaluate its development level [11]. nearly 1,000 schools in accordance with the requirements of standardization; Modern education 2. SITUATION ANALYSIS IN HUNAN in primary and secondary schools; the construction In recent years, according to the relevant policy of kindergartens around townships and towns, so requirements of the state and the Party Central that 85% of rural children are enrolled in Committee, Hunan Province has adhered to the kindergartens above the third level; from 2014 to overall planning of urban and rural education, the end of 2017, a total investment of 23.07 billion rationally allocated urban and rural educational yuan was used to reinforce and rebuild 25,956,000 resources, and promoted the sharing of urban and square meters of school buildings. Secondly, with rural educational resources, which has greatly Changsha, and Xiangtan as the central improved the conditions for running schools in points, the ―Changzhutan Shuxiang Campus urban and rural areas. Judging from the Project‖ was established in the radiation area of phenomenon of increasing public education , , , and , satisfaction year by year, the level of urban-rural which strengthened the standardization construction integration has improved, rural education has been of primary and secondary schools and improved the greatly improved, and Hunan Province has majority. The conditions for running schools in achieved initial results in promoting urban-rural rural areas have greatly narrowed the gap between integration. However, according to the "Hunan urban and rural education [13]. Province Urban and Rural Education Development 2.1.2 The contrast between urban and rural teachers Integration Index", the integration index of urban has been improved

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Grasping the construction of the teaching staff is allowances for 668,800 rural families with financial the key to promoting the steady development of difficulties. Free textbooks for 6.18 million rural urban and rural education integration in Hunan compulsory education students. Coordinated Province. In recent years, Hunan Province attaches arrangements for the maintenance and renovation great importance to the construction of the faculty of small and medium-sized schools to 1.03 billion of urban and rural schools, and actively takes yuan, to support rural schools to improve school various measures to improve the status and conditions, and to support rural primary and treatment of teachers. For example, the secondary schools to eliminate D-class dangerous implementation of the rural education subsidy and buildings. The state's investment in education in its inclusion in the basic performance wages of Hunan Province has exceeded 80% of the provinces. rural teachers in primary and secondary schools, The investment in financial funds has largely while taking various forms to strengthen teacher solved the problem of soaring demand for rural mobility and exchanges between urban and rural education, and has effectively guaranteed the right areas, has greatly improved the urban and rural to school for children of migrant workers [15]. teachers. In addition, teachers in rural primary and 2.2 Problems in the integration of urban and rural secondary schools implement teacher qualification education in Hunan examination system, regular registration system and 2.2.1 Rural education is shrinking professional title system, standardize the standards Due to the increased investment in national for rural primary and secondary schools, education resources, the conditions for running kindergarten teachers [14], improve the overall schools in rural areas have been greatly improved, quality of primary and secondary school teachers; and the level of modernization has been join the maintenance and transformation of rural continuously improved. The gap between urban and teachers In the past five years, the combination of rural education is gradually narrowing. However, training and citation has been used to continuously with the acceleration of urbanization, rural improve the educational level of rural teachers, and education is experiencing a large contraction, the the gap between rural and urban teachers has been rural school-age population has decreased sharply, narrowing. Compared with 2014, in 2017, the and the urban education population has increased province's rural primary and secondary schools, rapidly. The number of urban and rural enrollment including high-education teachers with pre-school has formed a clear scissors. According to the China education, increased by up to 40% [14]. Education Statistics Yearbook 2017, in 2016, the 2.1.3 Rural new education needs are effectively met number of urban enrollments in Hunan increased by With the acceleration of the urbanization process in 6055, while the number of rural enrollments Hunan Province, a large number of migrant workers decreased by 40010 . working in cities are becoming nervous in the city. Along with the shrinking of rural education, a large In response to this situation, Hunan Province has number of rural schools have been withdrawn. The increased investment in education, planned and scale and class size of rural schools are generally built a large number of new schools, and expanded small, and educational resources are largely idle the capacity of quality education resources. In 2017, and wasted; while urban areas are facing the province invested 6.338 billion yuan in the widespread expansion, the problems of super-large reform of the rural compulsory education funding schools and large classes are prominent, and the guarantee mechanism, which increased the subsidy carrying capacity of educational resources is standard for the per capita public funds of rural insufficient. Take the high school in a city surveyed compulsory education schools and the subsidy by the author as an example. In the past, there were standards for boarding schools, and provided living nine high school schools in vocational high schools,

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and as of July 2018, there were basically only three The proportion of teachers in higher vocational high school schools including one vocational high education is obviously lower than that in cities. school. 16]. The rest of the high school is still There are shortages of teachers in music, sports, enrolling students, even on the verge of stoppage. fine arts and health care. The overall shortage of 2.2.2 The allocation of urban and rural educational teachers in rural schools is a structural shortage. resources is still uneven Second, there is still a certain gap in the quality of In recent years, Hunan Province has achieved rural education compared with cities. Some rural certain results in improving rural school conditions, schools in remote mountainous areas are small in rational allocation of teachers, and meeting new scale and weak in teaching resources. The educational needs. However, overall, the allocation educational atmosphere is not strong and the quality of educational resources in urban and rural areas in of teaching is difficult to guarantee. There are also Hunan is still uneven, and the gap between urban some rural schools with poor management concepts, and rural education is still relatively obvious. Take unscientific curriculum, and a single conservative high school education between urban and rural education and teaching model, which also hinders areas as an example: although the province has the improvement of rural education quality. invested a lot of resources to promote the development of urban-rural integration, there is still 3. EXPERIENCE AND ENLIGHTENMENT a large gap between the number and level of 3.1 The main mode of urban and rural education education in the urban and rural areas and the ratio integration of teachers and teachers. The allocation of Since the introduction of the development educational resources is not reasonable enough. The mechanism of urban and rural education integration, factors that hinder the integration of urban and rural localities have continuously explored and gained education, such as insufficient attraction from the many useful experiences. This research group has countryside, still exist. carried out serious analysis and in-depth thinking 2.2.3 The quality of rural education lags behind the on the development model of urban and rural city as a whole education integration in several representative The overall quality of rural education lags behind provinces and cities in China, and tries to provide the city mainly in the following aspects: First, the reference and inspiration for this paper. outflow rate of rural teachers is relatively high. Due 3.1.1 Heilongjiang Province - Promoting the to the remote geographical location of most rural integrated planning and development model of schools and the large income gap between urban urban and rural education integration and rural areas, some teachers have chosen to leave In the process of promoting urban-rural integration, the countryside, and it is difficult for rural schools Heilongjiang mainly focuses on the construction of to retain talents. In particular, the young backbone urban and rural compulsory education schools in teachers who have graduated from above or above the county. The first is to coordinate the work of the age of teaching have different degrees of urban and rural education schools. For example, the resistance to staying in school. According to the simultaneous construction of urban schools will China Statistical Yearbook, the outflow rate of rural gradually build a scientific urban and rural primary school teachers in Hunan Province in 2017 compulsory education school layout mechanism; was 8.27%, and that of junior high schools was the second is to optimize the conditions for urban 6.52%, which was 3.9% higher than the city and and rural education. For example, the establishment 3.16% higher. According to the results of the data and improvement of urban and rural compulsory analysis, we can see that rural schools have a high education funding guarantee mechanism, the degree of education. implementation of standardized construction of

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urban and rural compulsory education schools, and activities will be realized, and the urban and rural gradually improve the relatively weak basic schools jointly established by the alliance will be conditions for education in poverty-stricken areas, bundled and evaluated, and the assessment results accelerate the elimination of large classes of will be included in the district's compulsory compulsory education, the amount of large schools; education. The quality monitoring system is to the third is to coordinate the urban and rural promote the simultaneous development and joint teachers Team building. For example, it is improvement of urban schools and small-scale rural reasonable to verify and standardize the schools [18]. management of faculty and staff; establish rural 3.1.3 ZhoushanCity, Zhejiang Province——Science teacher recruitment and training, training and advanced new urban-rural education integration mechanisms; strengthen the communication model between school principals and teachers in urban and In the process of promoting the integration of urban rural compulsory education schools and improve and rural education, Zhejiang Province adopted a the rural teachers' career development guarantee new and advanced strategy to achieve a rational and mechanism [17]. balanced allocation of urban and rural resources. 3.1.2 Chengdu, Sichuan Province - ―3+‖ Mode of First, promote the rationalization of school layout. Urban and Rural Education Integration With the rapid development of the Zhoushan The ―Chengdu Model‖ is based on the six elements Islands New District, the number of urban and rural of ―development planning as the guide, school school-age population changes, according to the conditions, education funding as the guarantee, ―high school to the county (district) city teacher team is the key, education quality as the concentration, the junior high school to the central core, evaluation criteria as the means‖, and town, the well-known primary schools, vigorously promote Chengdu urban and rural kindergartens, towns and towns concentrated, idle education. Integrated "3+" mode. First, ―tradition + education resources to new development The modernity‖ promotes the construction of teaching principle of ―concentration of districts‖ is scientific technology and equipment and promotes planning and rational distribution; secondly, the management modernization. In 2017, Chengdu integration of educational resources is realized. The invested more than 20 million yuan to match all education funds of the governments at all levels are kinds of teaching equipment and equipment such as undertaken on a pro-rata basis, linking the intelligent robots, 3D printers, drones, etc., to development of local education with the assessment upgrade existing computer network classrooms, and of the performance of the leading bodies at all gradually build a maker education base; second, levels, stimulating the enthusiasm of local township "Teachers + equipment" to deepen the reform of the schools for education; and finally, realizing the personnel system. At the end of 2016, the Chengdu integration of urban and rural school management. government introduced the ―four systems‖ of the The administrative department of education must school, namely, cadre team management, teacher strictly implement the curriculum plan for primary team management, teacher district hiring, and secondary schools, reduce the burden of performance appraisal to achieve the purpose of students' schoolwork, strengthen the special standardizing school administration; third, ―City + supervision of urban and rural school curriculum, Country‖, promoting urban areas The school is extracurricular tutoring, and supplementary linked to a small-scale school alliance in the teaching materials, standardize school-running countryside. Through the information media such behavior, and ensure the fairness of schooling and as ―three links and two platforms‖, resources education for urban and rural school-age children. sharing in management, teaching, logistics and 19].

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3.1.4 Fengxian District, Shanghai – ―Strengthening developed countries pay great attention to Quality Education‖ Urban-Rural Integration Model promoting urban-rural integration from the cause of Fengxian District, a number of urban districts in education, thereby promoting the development of Shanghai, is known for its urban-rural integration urban-rural integration. requirements for the strict construction of high- 3.2.1 The "free development" model of the United quality quality education standards. First, States continuously strengthen the construction of The biggest feature of the United States in the educational infrastructure equipment. For example, process of urban-rural integration is to promote the the construction of the electronic reading room and rise of rural education by driving the suburbs. With electronic lending system of the rural school library, the development of modernization, the United the construction of a safety education experience States encourages the implementation of classroom, the construction of educational suburbanization priority policies in education information equipment, and the full coverage of the investment, with priority given to capital wireless network of public and private schools; the investment, teacher priority and incentive second is the continuous introduction of quality mechanism. At the same time, vigorously develop educational resources. For example, we will medium and high vocational education and introduce a number of high-quality private schools cultivate high-quality talents needed for agricultural to promote the diversified development of industrialization. In addition, the United States pays education. We will issue subsidies for private attention to the construction and development of schools and provide policy support for private schools in the community, the renovation of new schools in terms of school funding. The third is to schools and the rectification of old schools to improve and improve the teacher training ensure the source of funds, infrastructure and mechanism. Efforts will be made to build a "double teachers. pyramid" teacher cadre training system, and adhere to the basic teacher training, the training of key ACKNOWLEDGEMENTS teachers, and the coordinated development of This paper is a phased achievement of the Hunan strong district schools [20]. Provincial Education Science Planning Project Judging from the experience and practices of the "Research on the Reform and Development of integration of urban and rural education in various Hunan Urban and Rural Education Integration" (No. provinces and cities in China, it mainly focuses on XJK17BFZ2004). two aspects: system construction and system innovation. First, from the macro-level planning, REFERENCES urban and rural education as a system, a unified [1]Chu Hongqi.Integration of Urban and Rural overall urban and rural education development, Education: System Reconstruction and System integration of urban and rural educational resources Innovation——The Dual Structure of Education in and sharing and rational flow within the system; China and Its Solution[J].educational Second, the system dare to innovate. The research,2009,30(11):3-10+26. government has issued various policies and [2]Zhang Yaguang. Research on the opinions to deepen reforms in response to the actual Countermeasures to Promote the Integration of situation in various places. Urban and Rural Compulsory Education[J]. 3.2 International experience in urban and rural Education Exploration, 2018(02): 110-116. education integration [3] Liu Wei. Research on the Mode of Information From the history of the evolution of urban and rural Resources Sharing between Urban and Rural integration in countries around the world, most Education[J]. Teaching and Management, 2017(09):

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