The Current Situation of Primary Education in China

Answer 1

There are many aspects of primary education in our country:

* * 1. Education Resources **
1. * * Resource imbalance **
- In terms of infrastructure and hardware facilities, although they could be built according to the template, it was difficult to achieve a true balance. The difference in the level of economic development in different regions led to a large difference in the capital investment of schools. Schools in developed areas had sufficient funds, teachers, and facilities, while schools in remote areas faced problems such as insufficient students, lack of funds, and difficulty in maintaining and improving facilities due to population loss and economic lag.
- It was difficult to balance the strength of teachers. Teachers were also humans. Very few people were willing to leave their hometown to teach in remote areas for a long time.
- There was not much difference in teaching resources and teaching materials, but there were local differences. In terms of teaching methods and educational technology, each school had skills suitable for local students, and students could only accept one type. It was difficult to achieve a balance. Financial and financial support was affected by the city's economic situation, and social and family support was mostly verbal support. Families had their own pressures and could not provide too much help in primary education. Out-of-school education resources were different and could not be balanced.
2. * * Crisis Facing the School **
- With the acceleration of the process of urban development, population movements led to a sharp decline in the number of students in rural primary schools. Some schools had too few students to operate normally, so they could only cut expenses or even lay off employees. Some schools were forced to close down and children were forced to transfer schools.
- Modern parents had higher expectations for education and tended to choose famous schools or schools with high-quality educational resources. Some primary schools with poor conditions were facing a crisis of survival. Local governments wanted to integrate resources to improve the quality of education, but the closure of schools would cause public dissatisfaction and panic. New schools or the introduction of high-quality educational resources were constrained by factors such as lack of funds. The closure of primary schools had an irreversible trend.

* * 2. Pressure on education **
1. * * Academic pressure **
- The school had arranged a large number of learning tasks, including various subjects, homework, and exams. For students with learning difficulties or slow progress, teachers, students, and parents were under greater pressure. There were even cases of primary school students doing homework at night.
2. * * Pressure of Competition **
- Parents and students were concerned about further studies and hoped to enter a better junior high school or high school. They would feel the competitive pressure from their classmates and families.
3. * * Exam stress **
- Primary school students faced various internal and external examinations, such as unit tests, mid-term and final exams, etc.
4. * * Extra-cursory Activity Pressure **
- Primary school students participated in all kinds of extra-cursory activities, such as interest classes, cram schools, music, sports, etc. These activities increased the burden of students 'time and energy.
5. * * Family expectations and societal pressure **
- Families and society's expectations of students 'grades, morals, and behavior increased the psychological burden on students.

* * 3. Education content **
- At present, the content of education focused on imparting basic subject knowledge and cultivating subjects. It emphasized teaching fixed subject knowledge and ignored the cultivation of students 'interest, creativity, and comprehensive ability.

* * 4. Teachers **
1. * * Different types of teacher performance **
- Some teachers were top students, young and strong, with strong executive ability. They could complete a large number of lesson plans before school started, and then concentrate on teaching.
- A slacker teacher was more willful. Before school started, they were busy chatting. When the students came, they realized that their lesson plans were not written.
- Older teachers (old and not learning type), over 50 years old, still in the front line, the leader will reduce some of their formal tasks, the pace of work is relatively leisurely.
- Lazy and unstudious teachers were simply lazy. They were too lazy to write, approve, and learn the new curriculum reform requirements. They were even too lazy to work. However, most primary school teachers were still conscientious after they started working. Moreover, many of the things that the teachers copied every day were formalistic and not practical.

* * 5. Family education **
- There were some misunderstandings among parents in primary school. Some parents put too much pressure on their children in primary school, forcing their children to study and attend cram schools. This may lead to their children being rebellious in middle school. Wise parents should pay attention to their children and not only focus on learning, create a good learning environment (lead by example, put more books at home, etc.), and focus on cultivating their children's learning habits (such as listening carefully in class, doing questions seriously, doing homework independently without procrastination, checking homework, etc.).
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