2025年1月，中共中央、国务院印发了《乡村全面振兴规划（2024-2027年）》，为乡村振兴绘制了更为 系统、具体的蓝图。日前，在东北师范大学举办的2025年农村教育国际会议暨中国教育学会农村教育分 会上，与会的专家学者达成共识：乡村教育作为乡村社会基础性、先导性支撑，其发展质量深刻影响着 乡村全面振兴目标的实现进程。 "公平优质创新：城乡教育融合发展"是这次研讨会的主题。参会专家学者认为，近年来乡村教育在办学 条件改善、义务教育普及等方面取得了显著成效，但仍然存在一些问题。例如，乡村教育和乡村社会关 系逐渐疏离、乡村教育体系的结构不完整和功能不健全、乡村教育缺乏多元主体参与、乡村教育自身特 色不够等。 上海市崇明区教育局局长黄宗逵认同汤勇的观点。在国际大都市上海市的崇明区，正在持续进行一场乡 村教育现代化实践。 黄宗逵介绍，崇明区的学校离散度高，85%左右的生源集中在4个乡镇，其余14个乡镇常住人口少，学 龄人口少，小规模学校多。崇明区的解决方法是：通过多种形式的集团化办学，扩大优质教育资源供 给，抬升底部，办好更多家门口的好学校，实现教育优质均衡，推进乡村教育现代化。 不少乡村小规模学校面临着生源少、资 ...

以下文章来源于财经杂志 ，作者鲁伟 2025年以来，全国有不少小学宣布"停招""停办""合并"等消息，在社交平台上，很多人公开表达对母 校被关停的不舍。 小学生源减少与生育率下降密切相关。 全国出生人口自2016年达到1786万人的顶峰后开始下滑，此 后几年幼儿园出现"学生荒"，而从2024年开始，小学生源也开始减少。教育部发布的《全国教育事 业发展统计公报》数据显示，2024年全国小学招生人数为1616.63万人，较上年减少了261.25万人； 全国共有普通小学13.63万所，较上年减少了7200所。 财经杂志 . 《财经》杂志官方微信。《财经》杂志由中国证券市场研究中心主办，1998年创刊，秉承"独立、独 家、独到"的新闻理念，以权威性、公正性、专业性报道见长，是政经学界决策者、研究者、管理者的 必读刊物。 本文来自微信公众号： 财经杂志 ，作者：鲁伟，编辑：朱弢，责编：张雨菲，题图来自：AI生成 临近2025年秋季开学时，"上海一小学只有22名学生但有23名老师"一事引发热议，该校因"老师比学 生还多"，被指"严重浪费师资"。尽管校方曾声称"就算只剩一名学生也会坚守"，8月30日，这家名为 上海市浦东新 ...

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].