2". In order to further promote the balanced development of regional compulsory education, 264 high-quality urban primary and secondary schools in Qingdao and 272 rural primary and secon - DayDayNews"/>
Building an "urban and rural school development community" can produce a chain effect of "1+1>2"
Wang Ying (Special Commentator)
In order to further promote the balanced development of regional compulsory education , Qingdao 264 high-quality urban primary and secondary schools and 272 rural primary and secondary schools have recently signed cooperative school-running agreements, adopting the "one school, one policy" customized cooperation model. According to the person in charge of the Qingdao Municipal Education Bureau, this move is an innovation in the cooperative education mechanism between urban and rural primary and secondary schools in Qingdao. Primary and secondary schools participating in cooperative education shall determine the specific content of cooperative education and implement "one school, one policy" based on the list of requirements for creating high-level modern schools listed by rural primary and secondary schools.
There is a very famous formula in management: "1+1>2" , that is, by optimizing the internal components of the system, integrating the forces of the two aspects, building consensus, and bringing greater benefits to the organization. Qingdao City has signed a cooperative school-running agreement with rural schools through high-quality urban schools and adopted a customized cooperation model of "one school, one policy" to provide targeted assistance based on the problems existing in rural schools. This will help narrow the gap in the development level of rural schools and urban schools and realize the development of compulsory education in the region from a basic balance to a high-quality balance. Ultimately, a win-win situation will be achieved, and a true "1+1>2" effect will be achieved.
This reminds me of the “urban and rural school development community” strategy (hereinafter referred to as “community”) that has been explored and implemented locally in recent years. Ningyang County, Shandong Province, where I am located, is a large agricultural county, and its economic development level ranks in the middle and lower reaches of Tai'an City. In 2013, our county took the lead in passing the national "County with Basic Balanced Development of Compulsory Education" acceptance test, initially realizing the balanced development of compulsory education within the county. However, this balance only achieves the basic unification of urban and rural school running conditions and is a low-level balance. How to improve the quality of rural school education, promote the connotative development of compulsory education, and achieve high-quality and balanced education has become a major issue that needs to be solved before the education department.
2". In order to further promote the balanced development of regional compulsory education, 264 high-quality urban primary and secondary schools in Qingdao and 272 rural primary and secon - DayDayNews"/>
After in-depth research and demonstration, our county proposed and implemented the "Urban and Rural School Development Community" strategy, that is, taking high-quality schools in urban areas and some towns as the leader, dividing all rural weak schools in the county into several areas by region, and pairing them with high-quality schools to form seven "urban and rural school development communities." In addition to sharing management resources, teaching resources, and moral education resources within the "community", the following measures have been mainly adopted:
First, there is a reasonable flow of teachers within the community to achieve the sharing of high-quality teacher resources. The key to improving the quality of education in rural schools lies in teachers. Our county stipulates that teacher resources within the community are uniformly recruited by the leading school based on needs. Teachers from the leading school must regularly go to the community’s rural schools to support teaching, and rural schools must regularly send teachers to the leading school to study on a temporary basis. The duration of supporting teaching and temporary employment is at least one year. The school will make an evaluation based on the work performance. The evaluation results will be used as an important basis for teacher evaluation and professional title evaluation. Teachers in the leading school who have no supporting teaching experience are not allowed to participate in the corresponding professional title evaluation. The implementation of this measure has stimulated the internal vitality of the teaching staff of leading schools and effectively improved the teaching quality of rural schools.
2". In order to further promote the balanced development of regional compulsory education, 264 high-quality urban primary and secondary schools in Qingdao and 272 rural primary and secon - DayDayNews"/>
The second is the unified arrangement of cadres within the community to achieve the sharing of high-quality management resources. The train runs fast, all thanks to the headband. After the policy is determined, leading cadres are the key. In order to improve the management level of rural schools, a "bundled" evaluation is implemented within the community, that is, the community is regarded as a whole. In the annual county supervision and evaluation, the development level of rural schools in the community is included in the comprehensive evaluation of the leading school principals.
Our county gives each community full autonomy. In the appointment of leading cadres, the leading school can take the lead, and mid-level cadres are regularly competitively recruited within the community. The term is generally three years; leading cadres can be uniformly deployed within the community. The vice principal or mid-level cadres of the leading school can serve as school-level or middle-level leaders in the rural schools of the community, and the principals or mid-level cadres of rural schools can also serve in the leading school. Through this measure, the radiating and leading role of leading cadres has been better exerted, and the management level of rural schools has been improved.
The third is to establish a "teaching and research community" to explore new ways of teaching and research. In order to improve the teaching level of rural schools, our county requires: unified curriculum arrangements, unified classroom requirements, unified homework settings, and unified teaching and research activities within community schools. To this end, under the framework of seven "urban and rural school development communities", our county has established a "teaching and research community" led by county subject teaching and research staff, with key teachers from leading schools as the main body, and with the participation of all subject teachers. The teaching and research community cooperates closely with the "Urban and Rural School Development Community" to regularly carry out various teaching and research activities such as collective lesson preparation, open classes, same class and heterogeneous , and share the teaching resources and teaching wisdom of high-quality schools, setting a stage for the rapid growth of rural school teachers.
Practice has shown that to promote the balanced development of compulsory education, we cannot only focus on the balance of school running conditions, but should focus on improving the connotation centered on the quality of education, in order to ultimately achieve the high-level and balanced development of compulsory education.
