（来源：劳动午报） 转自：劳动午报 一段时间以来，伴随学龄人口数量的变化，为更好满足人民群众从"有学上"到"上好学"的愿望，一些地 区和学校在统筹考虑、科学研判入学人数和教师资源的基础上，开始试点小班化教学，逐步缩小班级规 模，提高教育教学质量。 这些试点学校的小班化教学工作推进情况如何？取得了哪些积极成效，积累了哪些教学经验？"新华视 点"记者进行了采访。 因地制宜开展小班化教学 四川省广元市利州区宝轮镇范家小学，是一所典型的农村"麻雀学校"，本学期共有83名学生、13名教 师，虽然规模不大，却办得有声有色。 范家小学的尝试并非孤例。中共中央、国务院印发的《教育强国建设规划纲要（2024-2035年）》中， 明确提出"健全与人口变化相适应的基础教育资源统筹调配机制""有序推进小班化教学"。从乡村到城 市，越来越多学校从教学实际需求和学生成长需要出发，尝试、推广小班化教学模式。 在黑龙江省，多地区因地、因校制宜，从制定小班化评价标准，到城镇与农村学校分类施策，再到改革 课堂模式，科学谋划小班化教学改革。 江苏省南京市自2001年起便持续推进小班化教学，南京市教育局于今年6月正式提出全面开展新型优质 小班制教学 ...

Core Insights - The article emphasizes the importance of rural education as a foundational support for rural revitalization, highlighting its significant impact on achieving comprehensive rural development goals [1] - Experts at a recent conference reached a consensus on the need for equitable and high-quality education, advocating for the integration of urban and rural education systems [2][9] Group 1: Current State of Rural Education - Significant improvements have been made in rural education regarding school conditions and the universalization of compulsory education, yet challenges remain, such as the disconnect between rural education and society, incomplete educational structures, and insufficient participation from diverse stakeholders [1][2] - The concept of "simple yet happy" rural education is being promoted, focusing on leveraging rural education's unique advantages while learning from urban education without merely replicating it [2][9] Group 2: Strategies for Improvement - In Chongming District, Shanghai, a strategy of group-based schooling is being implemented to enhance the supply of quality educational resources and promote educational equity [3] - Small-scale rural schools face challenges such as low student enrollment and resource utilization, necessitating reforms like small class teaching to provide personalized education [3][4] Group 3: Teacher Retention and Development - The retention and effectiveness of rural teachers are critical, with policies regarding material benefits, professional development, and job security being essential for attracting and retaining talent [4][5] - In Xupu County, a systematic approach to teacher professional development has led to increased participation in training programs, with the training participation rate rising from 65% to 98% [8] Group 4: The Concept of "Big Education" - The notion of "big education" in rural areas is introduced, which encompasses a broader perspective on education's role in rural revitalization and its integration with local culture and community [9][10] - A systematic design for educational reform is deemed necessary, involving collaboration across various sectors to align educational goals with rural development strategies [11]

Core Viewpoint - The article discusses the impact of declining birth rates on primary education in China, highlighting the phenomenon of schools closing due to insufficient student enrollment and the resulting surplus of teachers [4][5][6]. Group 1: Declining Student Enrollment - The closure of Shanghai Sanqiao Primary School, which had more teachers than students, exemplifies the trend of declining student enrollment due to falling birth rates [4]. - Nationally, primary school enrollment dropped to 16.17 million in 2024, a decrease of 2.61 million from the previous year, with the number of primary schools also declining by 7,200 [4][5]. - The birth rate in China peaked in 2016 at 17.86 million and has since declined, leading to a significant drop in the number of school-age children [7][8]. Group 2: Teacher Surplus and Reallocation - By 2035, the total demand for primary education teachers in China is projected to decrease from 15.70 million in 2025 to 10.37 million, a reduction of 5.33 million [6][9]. - Many regions are experiencing a surplus of primary school teachers, prompting some to be reassigned to teach middle and high school students [11][12]. - In 2024, the teacher-student ratio in primary schools was reported at 1:16.06, the lowest in a decade, indicating an oversupply of teachers [9][10]. Group 3: Teacher Transition Strategies - Various regions have initiated programs to transition primary school teachers to middle schools, with many teachers required to possess relevant qualifications [14][16]. - The transition of teachers is seen as a strategy to address the shortage of middle school teachers while managing the surplus in primary education [16][17]. - The article highlights the need for a structured mechanism to facilitate teacher mobility and ensure that teachers are adequately prepared for their new roles [21]. Group 4: Small Class Teaching as a Response - Experts advocate for the implementation of small class teaching as a means to optimize teacher resources and improve educational quality amidst declining student numbers [23][24]. - Small class teaching, which limits class sizes to no more than 35 students, is viewed as a way to enhance personalized education and better utilize existing teaching staff [24][25]. - However, there are concerns that small class teaching may not fully address the underlying issues of teacher surplus and resource allocation [25][26].

Core Points - The closure of Shanghai Sanqiao Primary School, which had more teachers than students, highlights the issue of resource wastage in education due to declining student enrollment [1][2] - The trend of declining student numbers is a reflection of the broader demographic changes in China, particularly the decrease in birth rates since 2016 [3][7] - The Ministry of Education has reported a significant drop in primary school enrollment, with 16.16 million students enrolled in 2024, a decrease of 2.61 million from the previous year [3][10] Group 1: Declining Enrollment and Teacher Surplus - The phenomenon of schools announcing closures or mergers due to insufficient enrollment is becoming common across the country, with many parents expressing sadness over the closure of their alma maters [3][4] - Predictions indicate that the total demand for primary education teachers in China will decrease from approximately 15.70 million in 2025 to about 10.37 million by 2035, a reduction of 5.33 million [5][12] - The teacher-student ratio in primary schools has reached its lowest in a decade at 1:16.06 in 2024, indicating a surplus of teachers [10] Group 2: Teacher Reallocation and Transition - Many regions are implementing teacher reallocation strategies, moving surplus primary school teachers to teach in middle and high schools due to declining student numbers [14][19] - The Ministry of Education has emphasized the need for dynamic adjustments in teacher allocation to address the surplus in primary education while meeting the demand in higher education levels [24][22] - The transition of teachers from primary to secondary education is seen as a necessary strategy to manage the imbalance in teacher supply and demand [22][19] Group 3: Small Class Teaching and Resource Optimization - Experts advocate for the promotion of small class teaching as a means to improve educational quality and better utilize existing teaching resources [31][32] - Small class teaching, which limits class sizes to enhance personalized education, has been implemented in some regions, such as Jiangsu Province [36] - However, there are concerns that small class teaching alone cannot resolve the fundamental issues of teacher surplus and resource allocation [35][34] Group 4: Future Strategies and Recommendations - The need for a robust mechanism for teacher mobility and resource allocation is highlighted, with suggestions for policies that encourage teachers to move between urban and rural areas [29][30] - Recommendations include developing a teacher retirement and reallocation system to address the surplus while ensuring educational quality [37][38] - The experience of countries with low birth rates, such as South Korea and Japan, suggests that managing teacher numbers through natural attrition may be a viable long-term strategy [38]

Core Insights - The article discusses the transformation of small-scale schools in Chongming District, focusing on the implementation of small class teaching and innovative learning environments to enhance student engagement and educational outcomes [2][3][4]. Group 1: Educational Transformation - The introduction of "Learning Stations" in classrooms represents a bold attempt to reshape teaching spaces, serving as knowledge conversion hubs, capability enhancement stations, and emotional support areas [3]. - The shift from large class sizes to small class teaching allows teachers to observe and respond to each student's learning status more effectively, fostering a more personalized educational experience [3][4]. Group 2: Resource Sharing and Collaboration - Chongming education has partnered with East China Normal University to promote small class cooperative teaching research, enhancing teaching methods and resource sharing across schools [4][5]. - The establishment of the Chongxi Education Group facilitates collaborative teaching and research activities among schools, encouraging cross-grade and cross-school lesson sharing [5]. Group 3: Outdoor and Practical Learning - The integration of local resources into the curriculum, such as ecological exploration and hands-on agricultural activities, enriches the learning experience for students in small-scale schools [6][7]. - The introduction of outdoor classrooms allows students to engage in practical learning experiences, enhancing their problem-solving skills and providing diverse educational opportunities [7].