Since the reappearance of private schools in our country has only been a few years, and our country is currently in the process of transforming from a planned economy to a market economy, the pattern of government-organized education has not changed significantly. Private and private The school still has many difficulties and problems in terms of student resources, teachers and school funding. Private schools engaged in basic education can be divided into two categories: one is the so-called "aristocratic school". Because it charges unusually high tuition fees, its service targets are limited to a very small number of "big money", and the general working class cannot afford it. I dare not ask about it, let alone ordinary residents of society. Another type of private school is called "civilian school". Either they are set up in cities and towns, and their main service targets are the children of workers and farmers who do not have permanent urban residence and who go to cities to do business; or they are set up in remote areas outside the service radius of rural public primary schools, and are called schools but are actually teaching points. It can be seen from this that both types of schools are far away from the ordinary residents who make up the vast majority of the population, and there has been a student source problem since their establishment. In particular, the problem of the service recipients of the "Aristocratic School" is even greater, which has caused criticism from all sides.
Another example is that the funding for running private schools mainly comes from student tuition fees and unstable social donations. Generally, they can only maintain "simple reproduction" and it is difficult to further improve school running conditions. Some private schools have even been in operation for several years, but they still live in rented school buildings without having their own educational space.
Furthermore, the issue of teachers is also a major problem faced by private schools. Teachers in private schools mainly come from three aspects: First, they recruit retired teachers. These people have rich teaching and management experience, but they are older. The second is young teachers who have just graduated. These people are enthusiastic but lack experience. In addition, they face a series of problems such as professional title evaluation, housing, medical insurance, and pensions. Therefore, they often do not stay long. The third is public university teachers (professors or associate professors) hired with high salaries, or key teachers "poached" from other public schools. These two groups of people have relatively rich educational practical experience and profound theoretical foundation, but there is often an outstanding problem. The problem is that when faced with the uneven intelligence, ability, knowledge level and life background of students in private schools, the unified set of education and teaching methods they originally formed in public colleges and universities or primary and secondary schools, It is difficult to adapt to the needs of reality. In short, private schools not only lack a stable teaching staff, but their existing teachers are also extremely unreasonable in terms of age structure and other aspects. If these problems are not resolved, they will inevitably affect the school's development potential and its expected school-running standards.
First of all, it should be affirmed that among the private school organizers, there are many people who are willing to devote themselves to education regardless of fame and fortune. However, at the same time, it should be noted that there are indeed people who make money by running schools.
The "Education Law of the People's Republic of China" clearly stipulates: All schools and other educational institutions in our country must implement the national education policy, implement the national education and teaching standards and ensure education and teaching. quality. Therefore, “cultivating builders and successors of the socialist cause with comprehensive moral, intellectual, and physical development” is a school-running direction that both public and private schools must adhere to. However, the direction of some private schools is contrary to this. Because private schools emphasize the enrollment rate, focus on teaching cultural courses all day long, and ignore the development and cultivation of students' abilities and talents. To put it more seriously, this is obliterating students' nature, innocence and creativity. For example, for a very small number of private schools, especially "aristocratic schools", who can enjoy the right to education depends entirely on the power of money. As people have commented: "The school gate is open, no one can come in if you don't have money." Another example is that in terms of teaching content, many private schools tend to emphasize popular subjects one-sidedly, while focusing on subjects related to socialist ideology such as politics, morality, and history. The subjects and content are quite underestimated, or even not offered at all; another example is the training objectives. Some private schools claim to cultivate talents according to the educational policies of the party and the country, but in fact they cultivate talents with very luxurious living and learning conditions. A group of "little nobles".
If the responsibilities and obligations of the principals and teachers of some private schools are unclear, the principals make the final decision. Although they sometimes talk about democracy, in the end it is the principals who have the final say. Lack of necessary system management; and some private schools do not have the appropriate board of directors, and their party, league, student unions, Young Pioneers and other organizations are not sound. Even if they exist, they are in name only.