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一、对农村初中办学模式改革紧迫性的再认识农村初中办学模式改革是经济和社会发展的必然要求。党的十六大确定了全面建设小康社会的宏伟目标,对教育改革和发展提出了新的更高要求。教育作为全面建设小康社会的全局性、基础性、先导性的重要领域,必须增强主动为经济建设和社会发展服务的能力,必须高度重视农村义务教育,为教育的可持续发展和提高劳动者素质打好基础。农村初中作为基础教育,其教育目标一是要培养学生将来作为合格公民应具备的基本素质;二是要为上一级学校输送合格的新生;三是要把学生培养成为农村现代化建设的劳动者。从目前我国实际情况看,初中毕业生升入上级学校的还是少数,每年约有90%左右的毕业生回到农村,而且这种现状在短时间内还难以改变。面对这样一支庞大的农村劳动后备军,农村基础教育最主要的任务应该是为培养合格的农村劳动者打好基础,为农村经济建设和社会发展提供人才和智力支持。研究表明,教育的水平结构和类别结构是随着经济发展水平的变化而变
I. Reconsideration of the urgency of the reform of the rural junior middle school education model The reform of the rural junior middle school education model is an inevitable requirement of economic and social development. The 16th National Party Congress set great goals for building a well-to-do society in an all-round way, and put forward new and higher requirements for educational reform and development. Education, as an overall, basic, and pioneering important area for building a well-to-do society in an all-round way, must increase its ability to actively serve economic development and social development. It must pay great attention to compulsory education in rural areas to ensure the sustainable development of education and improve the quality of workers. Lay the foundation. As a basic education, rural junior high school aims to cultivate the basic quality that students should have as qualified citizens in the future. Second, it must provide qualified freshmen for the next-level schools. Third, it must train students to become the laborers in rural modernization. . Judging from the actual situation in China at present, the number of junior high school graduates entering higher schools is still small. About 90% of the graduates return to the countryside each year, and this status is difficult to change in a short time. In the face of such a huge army of rural labor reserve forces, the primary task of rural basic education should be to lay a good foundation for cultivating qualified rural laborers and provide talents and intellectual support for rural economic construction and social development. Studies show that the level structure and category structure of education change with the level of economic development