The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education

Panjing Feng

doi:doi:10.11648/j.edu.20211003.11

| Peer-Reviewed

The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education

Panjing Feng

Published in Education Journal (Volume 10, Issue 3)

Received: 6 April 2021 Accepted: 7 May 2021 Published: 1 June 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

At present, there are still some problems in many remote rural primary schools, such as the shortage of high-quality teacher resources, single curriculum structure and content, and lagging educational information. Under the background of "Internet Plus Education", the development of information technology has greatly promoted the vigorous rise of informal education, and education has gradually entered the information age. At the same time, the gradual popularization of network technology also provided a brand-new opportunity for the development of rural education, and distance support education came into being and developed rapidly. In this study, the Distance Support Education Project of A University was taken as a case, and the data are collected through in-depth interviews with principals and teachers from remote rural primary schools and volunteers from distance support education projects. Based on the analysis of the existing curriculum structure and content of rural primary schools and the interview data, this study attempts to summarize the three types of curriculum that currently exist in distance support education: Assisted courses, Enhanced courses, and Extended courses, and explore a relatively ideal teaching curriculum model to achieve the ultimate expectation of distance support education. Namely, the fundamental purpose of distance support education is not to provide direct assistance to rural schools or rural students, but to find the direction for the independent development of rural schools, to realize the "symbiotic" development of rural schools, rural students, and volunteers from college, thus hoping to truly improve the quality of rural education.

Published in	Education Journal (Volume 10, Issue 3)
DOI	10.11648/j.edu.20211003.11
Page(s)	74-77
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Rural Education, Rural Primary School, Distance Support Education, Curriculum Form, Symbiotic Development

References

[1]	The Central Committee of the Communist Party of China and State Council. Opinions on comprehensively promoting rural revitalization and accelerating agricultural and rural modernization. http://www.moa.gov.cn/xw/zwdt/202102/t20210221_6361863.htm
[2]	Ma, Z. (2015) The main problems and development countermeasures of rural basic education in China in the new period. Reform & Opening (06): 92-93.
[3]	Zhao, D., Chen, Y., & Zhao, K. (2019) On Education Quality of Small Rural Schools: Realistic Predicament and Improving Paths. Journal of Central China Normal University (Humanities and Social Sciences) 58 (02), 157-167.
[4]	Wang, X., Yan, C. (2019) Problems and Countermeasures of Short-Term Supporting Education for College Students. Journal of Shenyang Jianzhu University (Social Science) 21 (05), 520-524.
[5]	Ministry of Education of the People's Republic of China. The Education Informatization 2.0 Action Plan [EB/OL]. April 18, 2018. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html
[6]	Zhao, H., Li, W., & Yan, K. (2020) Problems, Causes and Countermeasures of College Students' Network Teaching Support Supported by Cloud Classroom. The Chinese Journal of ICT in Education (04), 13-18.
[7]	Gong, L., Chen, X. (2014) Research on the Status Quo of Supporting Education for College Students and Sustainable Development. Continue Education Research (08), 72-75.
[8]	Sun, D., Li, Y. (2020) A Probe into Rural Education Revitalization—Based on a Theoretical Investigation into the Symbiosis of Urban-Rural Educational Resources. Educational Research 41 (12), 57-66.
[9]	Mu, S. (2015) Chance and Challenge: From Open Education Resource to Open Teaching and Learning Process——Thinking Opportunities and Challenges of Chinese Distance Education in the "Internet + " Era. of Open Online Course from Aspect of Distance Education. China Educational Technology (08), 52-58
[10]	Chen, L., Lin, S., & Zheng, Q. (2016) Opportunities and Challenges of Chinese Distance Education in the "Internet + " Era. Modern Distance Education Research (01): 3-10.

Cite This Article

Plain Text BibTeX RIS

APA Style

Panjing Feng. (2021). The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education. Education Journal, 10(3), 74-77. https://doi.org/10.11648/j.edu.20211003.11

Copy | Download

ACS Style

Panjing Feng. The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education. Educ. J. 2021, 10(3), 74-77. doi: 10.11648/j.edu.20211003.11

Copy | Download

AMA Style

Panjing Feng. The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education. Educ J. 2021;10(3):74-77. doi: 10.11648/j.edu.20211003.11

Copy | Download

@article{10.11648/j.edu.20211003.11,
  author = {Panjing Feng},
  title = {The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education},
  journal = {Education Journal},
  volume = {10},
  number = {3},
  pages = {74-77},
  doi = {10.11648/j.edu.20211003.11},
  url = {https://doi.org/10.11648/j.edu.20211003.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211003.11},
  abstract = {At present, there are still some problems in many remote rural primary schools, such as the shortage of high-quality teacher resources, single curriculum structure and content, and lagging educational information. Under the background of "Internet Plus Education", the development of information technology has greatly promoted the vigorous rise of informal education, and education has gradually entered the information age. At the same time, the gradual popularization of network technology also provided a brand-new opportunity for the development of rural education, and distance support education came into being and developed rapidly. In this study, the Distance Support Education Project of A University was taken as a case, and the data are collected through in-depth interviews with principals and teachers from remote rural primary schools and volunteers from distance support education projects. Based on the analysis of the existing curriculum structure and content of rural primary schools and the interview data, this study attempts to summarize the three types of curriculum that currently exist in distance support education: Assisted courses, Enhanced courses, and Extended courses, and explore a relatively ideal teaching curriculum model to achieve the ultimate expectation of distance support education. Namely, the fundamental purpose of distance support education is not to provide direct assistance to rural schools or rural students, but to find the direction for the independent development of rural schools, to realize the "symbiotic" development of rural schools, rural students, and volunteers from college, thus hoping to truly improve the quality of rural education.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education
AU  - Panjing Feng
Y1  - 2021/06/01
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211003.11
DO  - 10.11648/j.edu.20211003.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 74
EP  - 77
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211003.11
AB  - At present, there are still some problems in many remote rural primary schools, such as the shortage of high-quality teacher resources, single curriculum structure and content, and lagging educational information. Under the background of "Internet Plus Education", the development of information technology has greatly promoted the vigorous rise of informal education, and education has gradually entered the information age. At the same time, the gradual popularization of network technology also provided a brand-new opportunity for the development of rural education, and distance support education came into being and developed rapidly. In this study, the Distance Support Education Project of A University was taken as a case, and the data are collected through in-depth interviews with principals and teachers from remote rural primary schools and volunteers from distance support education projects. Based on the analysis of the existing curriculum structure and content of rural primary schools and the interview data, this study attempts to summarize the three types of curriculum that currently exist in distance support education: Assisted courses, Enhanced courses, and Extended courses, and explore a relatively ideal teaching curriculum model to achieve the ultimate expectation of distance support education. Namely, the fundamental purpose of distance support education is not to provide direct assistance to rural schools or rural students, but to find the direction for the independent development of rural schools, to realize the "symbiotic" development of rural schools, rural students, and volunteers from college, thus hoping to truly improve the quality of rural education.
VL  - 10
IS  - 3
ER  -

Copy | Download

Author Information

Panjing Feng

School of Education Science, Nanjing Normal University, Nanjing, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Panjing Feng. (2021). The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education. Education Journal, 10(3), 74-77. https://doi.org/10.11648/j.edu.20211003.11

Copy | Download

ACS Style

Panjing Feng. The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education. Educ. J. 2021, 10(3), 74-77. doi: 10.11648/j.edu.20211003.11

Copy | Download

AMA Style

Panjing Feng. The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education. Educ J. 2021;10(3):74-77. doi: 10.11648/j.edu.20211003.11

Copy | Download

@article{10.11648/j.edu.20211003.11,
  author = {Panjing Feng},
  title = {The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education},
  journal = {Education Journal},
  volume = {10},
  number = {3},
  pages = {74-77},
  doi = {10.11648/j.edu.20211003.11},
  url = {https://doi.org/10.11648/j.edu.20211003.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211003.11},
  abstract = {At present, there are still some problems in many remote rural primary schools, such as the shortage of high-quality teacher resources, single curriculum structure and content, and lagging educational information. Under the background of "Internet Plus Education", the development of information technology has greatly promoted the vigorous rise of informal education, and education has gradually entered the information age. At the same time, the gradual popularization of network technology also provided a brand-new opportunity for the development of rural education, and distance support education came into being and developed rapidly. In this study, the Distance Support Education Project of A University was taken as a case, and the data are collected through in-depth interviews with principals and teachers from remote rural primary schools and volunteers from distance support education projects. Based on the analysis of the existing curriculum structure and content of rural primary schools and the interview data, this study attempts to summarize the three types of curriculum that currently exist in distance support education: Assisted courses, Enhanced courses, and Extended courses, and explore a relatively ideal teaching curriculum model to achieve the ultimate expectation of distance support education. Namely, the fundamental purpose of distance support education is not to provide direct assistance to rural schools or rural students, but to find the direction for the independent development of rural schools, to realize the "symbiotic" development of rural schools, rural students, and volunteers from college, thus hoping to truly improve the quality of rural education.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education
AU  - Panjing Feng
Y1  - 2021/06/01
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211003.11
DO  - 10.11648/j.edu.20211003.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 74
EP  - 77
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211003.11
AB  - At present, there are still some problems in many remote rural primary schools, such as the shortage of high-quality teacher resources, single curriculum structure and content, and lagging educational information. Under the background of "Internet Plus Education", the development of information technology has greatly promoted the vigorous rise of informal education, and education has gradually entered the information age. At the same time, the gradual popularization of network technology also provided a brand-new opportunity for the development of rural education, and distance support education came into being and developed rapidly. In this study, the Distance Support Education Project of A University was taken as a case, and the data are collected through in-depth interviews with principals and teachers from remote rural primary schools and volunteers from distance support education projects. Based on the analysis of the existing curriculum structure and content of rural primary schools and the interview data, this study attempts to summarize the three types of curriculum that currently exist in distance support education: Assisted courses, Enhanced courses, and Extended courses, and explore a relatively ideal teaching curriculum model to achieve the ultimate expectation of distance support education. Namely, the fundamental purpose of distance support education is not to provide direct assistance to rural schools or rural students, but to find the direction for the independent development of rural schools, to realize the "symbiotic" development of rural schools, rural students, and volunteers from college, thus hoping to truly improve the quality of rural education.
VL  - 10
IS  - 3
ER  -

Copy | Download