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刘晓云 《语文学刊:高等教育版》2013,(9):63-64
农村义务教育学生营养改善计划是党和国家实行的一项为了提高农村学生尤其是贫困地区和家庭经济困难学生健康水平的惠民政策,体现了党和国家对广大农村学生的关怀。但是农村义务教育学生营养改善计划在具体操作和落实过程中还存在着一些问题,笔者通过自己的一些思考,对这些问题做一些探讨。 相似文献
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刘晓云 《语文学刊:高等教育版》2013,(17):63-64
农村义务教育学生营养改善计划是党和国家实行的一项为了提高农村学生尤其是贫困地区和家庭经济困难学生健康水平的惠民政策,体现了党和国家对广大农村学生的关怀。但是农村义务教育学生营养改善计划在具体操作和落实过程中还存在着一些问题,笔者通过自己的一些思考,对这些问题做一些探讨。 相似文献
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刘莹洁 《西北成人教育学报》2014,(6):58-60
实施贫困农村学生营养改善计划对提高学生健康水平,减轻学生家庭经济负担具有重要意义。本文通过调查访谈,对甘肃省定西市安定区学生营养改善计划实施情况进行研究,分析了营养改善计划在学校实施过程中遇到的问题及原因,并就完善营养餐计划实施提出了相应的建议。 相似文献
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正2011年11月,国务院正式启动农村义务教育学生营养改善计划。该计划覆盖了680个集中连片贫困地区的2300万义务教育阶段中小学生。中央财政为学生提供营养膳食补助,标准为每生每天3元、全年600元,所需资金全部由中央财政承担,全年总计支出约160亿元。计划实施以来,得到了广大学生、家长的认可和高度赞誉。可见,农村义务教育学生营养改善计划是一项覆盖面广、投入量大、政策性强的系统的民生工程、惠民工程。如何建立起有效的管理和运行管控模式, 相似文献
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本刊记者 《山西教育(综合版)》2013,(4):57
我省全面落实国家农村义务教育学生营养改善计划,一年多来,共下拨2.293亿元膳食补助资金,为32万余名农村学生提供营养餐,并安排6.34亿元用于全省764所学校食堂改造。按照国家统一安排,我省从2011年秋季起,在集中连片贫困地区的21个县启动农村(不含县城)义务教育学生营养改善计划国家试点工作。试点县学生每生每天可获得由中央财政提供的3元营养膳食补助,全年按在校时间200天计算,每生每学年共600元。一年多来,全省共有320267名农村学生受益于营养改善计划,涉及1948所农村义务教育学校。 相似文献
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Linda Rosenberg Megan Davis Christianson Megan Hague Angus 《Peabody Journal of Education》2013,88(2):194-210
Low-performing schools in rural settings can face challenges common to all struggling schools, such as low student motivation and maintaining a qualified teaching staff. However, aspects of rural schools’ settings, such as the distance from urban areas and the commute between the schools and the students’ and teachers’ homes, can exacerbate the challenges that rural schools face. This article focuses on the experiences of nine rural schools that were part of a study for the U.S. Department of Education on the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program. In particular, it examines how respondents in the rural schools perceived that the schools’ rural setting influenced the schools’ challenges and improvement actions and presents findings on the recruitment and retention of teaching staff, an activity integral to school improvement efforts under SIG. 相似文献
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农村中小学长期以来受应试教育、师资水平、办学条件的限制,对学生的心理健康教育比较落后。加强农村中小学心理健康教育,提高学生的心理素质和心理健康水平,是亟待探究的重要课题。在对学生进行心理辅导时,应遵循发展性原则,以提高全体学生的学习、生活、人际交往和社会适应等方面的心理素质,从而提高全体学生的心理健康水平。 相似文献
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本研究以一项为期一年的民族志调查为基础,旨在从教师访谈数据中揭示农村家长参与学校教育的障碍。在理论层面,本研究着眼于教师的专业身份及其对他们对于家长参与建构性理解的影响。在数据分析层面,本研究指出,接受访谈的教师倾向于认为家长在学校教育中的角色是"边缘性"的辅助角色,家长常被看作教师的追随者,而不是平等的合作伙伴,而教师则视自己为专业的工作者,其专业判断不容质疑。在行动层面,家长不同形式的参与又是教师构建专业身份的重要实践,常被看作鼓励"先进"、解决"后进"问题的重要手段,其符号意义要高过实质意义。本研究从教师的角度出发解释农村学校家长参与的低迷现象,是对本领域文献的一项重要补充,有着重要的理论意义。 相似文献
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杜威的若干思想为发展乡村教师、改良社会提供了有益的视角,理解其关于教师发展的思想,必须超越单纯的技术论。在杜威的社会改良思想中,教师应促进适当的社会生活的形成,教师的培养应以中小学为中心,中小学是检验和证明教育原则的实验室。这一思想经陶行知的发展,成为中国乡土社会培养具有“农夫的身手、科学的头脑和改造社会的精神”的教师之有力途径,并进一步在美国服务学习中实现未来教师课程学习与国民责任的统一。鉴于此,需以科学精神与科学方法培养具有探究品质的乡村教师,这蕴含着发展乡村师资、改进乡土社会的承诺。 相似文献
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王献玲 《天津师范大学学报(基础教育版)》2012,(3):13-17
目前,我国农村中小学教师在整体水平上较之城市中小学教师尚存在很大的差异,这有违国家关于义务教育均衡发展的目标。为改变城乡师资这种不均衡态势,应进一步实施城乡教师双向交流制度,以城市优势资源带动农村弱势资源,对农村中小学教师要加大培训力度,并及时补充数量,保障物质待遇,全面提高农村中小学师资队伍水平,缩小城乡师资差距。 相似文献
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基于2002-2008年《中国教育事业统计年鉴》的数据对全国农村义务教育办学条件进行初步分析表明,农村义务教育阶段中小学校办学条件在总量和生均层面上得到了普遍的持续性改善。但相对于国家标准,现代化办学条件整体不足和区域差距大仍然是广大农村地区中小学校十分突出的问题。在基础教育未来十年以质量提升和均衡发展为战略任务的改革与发展进程中,学校标准化建设的推进将是进一步改善农村义务教育办学条件的契机和重要抓手。 相似文献
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在乡村振兴战略和国家精准扶贫的政策下,乡村的产业获得了发展,特别是一些经济状况好的农村,农村主要劳动力出现了从城镇向乡村回流的现象,但乡村小学“空心化”依旧没有改观,到2020年基本实现教育现代化,薄弱环节依然在乡村。乡村小学存在严重的生源危机,师资落后,农村教育体系不完善等问题,规范乡村生源向城市流动的程序、健全的农村教育体系、构建健康的教师流动体制是乡村教育的必然路径。 相似文献
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Using Technology to Increase Parent Involvement in Schools 总被引：1，自引：0，他引：1
Christine Olmstead 《TechTrends》2013,57(6):28-37
The importance of parent involvement in Parents who monitor their student’s schoolwork and daily activities, communicate frequently with teachers and help develop schools and its relationship to student achievement have been widely studied. Nevertheless, many principals and teachers report that lack of parent involvement continues to be an obstacle to increasing student achievement at school. The purpose of this study was to determine whether emerging technologies facilitate better parent-teacher communication and parent involvement. Data were collected through surveys and semi-structured focus group interviews to analyze the relationship between parents’ and teachers’ perceptions of student achievement when electronic communications are used between parents and school. The study revealed that parents and teachers both place a high value on proactive parent involvement. Because proactive involvement does not require parents to be physically at their children’s school, the question of how technology can be used to keep parents involved in their children’s academic lives becomes important. As access to technology continues to expand, the capabilities for connecting parents to schools will continue to grow. As schools invest in websites, phone calling systems, parent portals, online curriculum, and other types of technologies that connect schools to home, research needs to continue to focus on the effectiveness of these technologies to increase parent involvement. 相似文献
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This ethnographic case study explored the benefits associated with culturally responsive art learning experience in a Chinese rural town in the process of urbanisation. The case of this study, Fuchong Art Education Programme (FAEP), provided culturally relevant art activities for primary and secondary rural students who cannot access enriched art programmes in schools. Art studio learning, a summer art camp, an art exhibition, neighbourhood sketching, online teaching, student home visits and teacher meetings were documented and examined over an eight-month period of fieldwork. Semi-structured interviews with the participating students, their teachers and parents and the programme coordinator were conducted to elicit the participants’ perspectives on the FAEP experience, the benefits of participation and the challenges involved in implementing a culturally responsive art programme. The emerging themes included artistic, personal, social and external benefits, which were examined in relation to previous research on the intrinsic and instrumental benefits of art learning and a local understanding of the value of community art engagement in the lives of rural people. The implications offer guidance for promoting culturally responsive art learning in rural settings. 相似文献
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Evaluating multigrade school reform in Latin America 总被引：1，自引：0，他引：1
Patrick J. McEwan 《比较教育学》2008,44(4):465-483
This paper describes three multigrade school reforms in Latin America: (1) Colombia’s Escuela Nueva, (2) Guatemala’s Nueva Escuela Unitaria, and (3) Chile’s MECE‐Rural. Each reform endowed primary teachers and students with special training and instructional materials, and encouraged new kinds of instruction in rural classrooms, with the goal of improving student learning. The paper discusses the challenges to evaluating school reforms in a rural context. It then reviews the international literature on each reform, assessing whether reforms were effectively implemented and whether they caused improvement in student outcomes. Even in the best cases, multigrade schools were not fully implemented. There is consistent evidence of positive effects on student achievement. Yet, the causal interpretation of evaluation findings is severely limited, especially in Guatemala and Chile. It concludes with suggestions for improving multigrade evaluations. 相似文献