Core Points - The article discusses how Henan Province has successfully ensured that over 937,000 migrant children have access to quality education, with more than 94% attending public schools [1][2] - The provincial government has implemented policies to integrate migrant children's education into urban development plans and financial support [1][2] Group 1: Enrollment and Policy Measures - As of the end of 2024, the number of students in compulsory education in Henan is projected to reach 14.2368 million [1] - Henan has adopted a principle of "government of the receiving area as the main body, public full-time schools as the main body" to facilitate the enrollment of migrant children [1][2] - The province has introduced a "first enroll, then supplement the certificate" policy to ease the enrollment process for migrant children [1][2] Group 2: Infrastructure and Quality Improvement - By the end of 2024, Henan plans to build 60 new compulsory education schools and renovate or expand 260 schools, adding 112,600 quality school places [2] - The province has implemented a group-based schooling model to enhance the quality of education in weaker and newly established schools, covering 10,600 schools with a coverage rate of 53% [2] - Initiatives such as "county management of school hiring" and "excellent teacher programs" have been introduced to promote the balanced distribution of quality teaching resources [2] Group 3: Integration and Support for Migrant Children - The province ensures that migrant children and local students are treated equally in terms of enrollment, class assignments, teaching, and activities [2] - Emphasis is placed on the integration and growth of migrant children through the establishment of standardized parent schools, fostering closer ties between schools and families [2]

Core Points - The article highlights the journey of a young teacher, Xiong Guojin, who returned to his hometown in Guizhou Province to teach after graduating from Beijing Normal University, emphasizing the importance of education in rural areas [1][2] - The "Excellent Teacher Program" is introduced as a significant initiative aimed at training outstanding teachers for underdeveloped regions, which Xiong participated in, reflecting a commitment to improving local education [1][2] Group 1 - Xiong Guojin's motivation to return to his hometown stems from his own experiences with education and the desire to give back to the community that supported him [1] - The "Excellent Teacher Program" offers free tuition, accommodation, and living allowances for students who commit to teaching in underdeveloped areas, which Xiong found appealing [1] - Xiong's efforts in enhancing his teaching skills included participating in competitions and organizing volunteer teaching activities, impacting over 2,000 local students [2] Group 2 - The influence of Xiong's teaching on his students is evident, as several of them chose to pursue education at Beijing Normal University, inspired by his example [2] - Xiong emphasizes that the program not only provided him with knowledge but also advanced educational concepts, which he aims to implement in his teaching [2] - His ultimate goal is to use education as a means to help more children from rural areas achieve their dreams and opportunities [2]

Core Points - The article highlights the 41st Teacher's Day in China, celebrating nearly 19 million full-time teachers nationwide in 2024 [1] - The "Excellent Teacher Program" initiated in 2021 aims to cultivate outstanding teachers for underdeveloped regions in central and western China, with nearly 10,000 graduates entering the workforce this semester [1] Group 1: "Excellent Teacher Program" - The program targets the training of approximately 10,000 normal university students each year for 832 poverty-stricken counties and land-border counties in central and western regions [1] - Policies have been implemented to support the further education of graduates from the "Excellent Teacher Program," aiming to build a high-quality backbone teacher team [1] Group 2: Financial Support and Initiatives - During the 14th Five-Year Plan period, the central government allocated nearly 45 billion yuan to support teacher workforce development in central and western regions [1] - The Ministry of Education's public-funded education policy for normal university students aims to train over 8,000 primary and secondary school teachers annually for these regions [1] - The "Special Post Program" has supplemented approximately 250,000 special post teachers to rural schools in central and western regions over five years [1]

编者按： 发展乡村教育，让每个乡村孩子都能接受公平、有质量的教育，阻止贫困现象代际传递，是功在当代、 利在千秋的大事。 今年是农村义务教育阶段学校教师特设岗位计划（以下简称"特岗计划"）实施20年，广袤中国大地上， 包括特岗教师在内的数百万乡村教师"下得去、留得住、教得好"，点亮农村学子的人生梦想，展现人民 教师的情怀担当。 第四十一个教师节之际，本版推出特别报道，向一批批坚守乡村、潜心育人的人民教师致敬！ 退休教师叶连平在安徽马鞍山市卜陈村"留守未成年人之家"上课。新华社记者 任鹏飞摄 广西融水苗族自治县杆洞乡高培村小学师生合照。新华社记者 黄孝邦摄 贵州从江县刚边壮族乡中心小学学生在田间写生。胡攀学摄（影像中国） 数据来源：教育部 选择："想起他们的小小身影，我的内心更加坚定" 进山了。 公路蜿蜒，森林茂密。2016年，望着巍峨的高黎贡山、汹涌澎湃的独龙江，大学刚毕业、来到云南贡山 独龙族怒族自治县独龙江乡担任特岗教师的赵浩兰有些忐忑。 连绵的雨水，如同当时的心情——一晃快10年，这名90后女孩已能笑着回忆："刚到第一个月，不适 应，哭了好几次鼻子。" 走，还是留？ "独龙江乡的老师，教的是知识，更是独龙 ...

Core Viewpoint - The article emphasizes the importance of rural education in providing equitable and quality education to every child in rural areas, aiming to break the cycle of poverty and improve future prospects for these communities [1]. Group 1: Rural Education Initiatives - The Rural Compulsory Education Teacher Special Post Program (Special Post Program) has been implemented for 20 years, successfully placing millions of rural teachers, including special post teachers, in schools across China [1][10]. - Since 2006, the Special Post Program has recruited approximately 1.18 million teachers to serve in over 30,000 rural schools across 22 provinces in central and western China [10]. Group 2: Teacher Experiences and Contributions - Teachers like Zhao Haolan, who have dedicated nearly a decade to rural education, illustrate the deep emotional connections formed with students and the sense of responsibility felt by educators in remote areas [10]. - Liu Yuzhong, a teacher with 40 years of experience, highlights the challenges faced in rural education, including resource scarcity, yet emphasizes the importance of not giving up on any child [11]. Group 3: Teacher Training and Development - The "National Training Program" initiated in 2010 has trained over 22.59 million rural teachers and principals, significantly enhancing their skills and capabilities [13]. - The proportion of teachers with a bachelor's degree or higher in rural areas has reached 76.23%, indicating a substantial improvement in the educational qualifications of rural educators [13]. Group 4: Teacher Support and Incentives - The government has increased financial support for rural teachers, including a salary supplement of 3,600 yuan per year and monthly living allowances for approximately 1.3 million teachers [16]. - Policies have been implemented to improve the living conditions of rural teachers, including the construction of teacher dormitories and various benefits for teachers, such as free admission to national scenic spots [15][16]. Group 5: Future of Rural Education - The "Excellent Teacher Program" aims to cultivate around 10,000 teacher graduates annually for impoverished counties and underdeveloped regions, ensuring a steady supply of quality educators [18][19]. - The article concludes with a commitment from new graduates to dedicate themselves to rural education, reflecting a growing movement towards improving educational outcomes in these areas [20].

Group 1 - The article emphasizes the importance of understanding local college entrance examination policies and procedures for students and parents [1][2][4] - It outlines a step-by-step approach for students to prepare for filling out their college application forms, including familiarizing themselves with policies, gathering information, and accurately assessing their academic standing [1][2][4] - The article highlights the significance of collecting reliable information from authoritative sources such as local examination authorities and official university channels [1][2][4] Group 2 - It discusses the necessity of understanding the admission requirements and conditions of various universities, including their recruitment plans and historical admission data [2][4][5] - The article advises students to consider multiple factors when selecting universities and majors, including their academic performance, personal interests, and the job market [8][9][10] - It stresses the importance of setting a balanced range of choices in applications to mitigate the risk of not being admitted [10][11][12] Group 3 - The article explains that past admission data should be used cautiously, as each year's admission criteria can change significantly [11][12] - It provides insights into the specific requirements that universities may have regarding academic performance, health conditions, and language proficiency [12][13][14] - The article also outlines the content typically included in university admission guidelines, which is crucial for students to review before applying [13][14] Group 4 - It offers strategies for filling out applications under the new examination model, emphasizing the need for precise self-assessment and strategic selection of universities [15][16][18] - The article advises students to be aware of their health conditions and how they may affect their eligibility for certain programs [9][16][18] - It highlights the importance of understanding the implications of applying to specialized programs and the potential for losing admission opportunities if not properly informed [20][21][22]