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近几年来,特别是《中共中央关于教育体制改革的决定》公布以后,各地党政领导部门和许多学校对加强初中教育采取了不少措施,做了大量工作,取得了一定成绩,但初中教育仍然是教育工作中的薄弱环节,教育质量偏低,不少地区的初中毕业生合格率只有30％左右:流失率大,不少地区三年高达40—50％。初中教育质量低,是由多方面的原因造成的。十年动乱期间,在小学教育基础还很差的情况下,盲目发展普通中学,既削弱了小学,初中也没有办好。党的十一届三中全会后,各地经过调整、整顿、巩固、提高,初中的数量、布局已逐步趋于合理,但师资和办学条件仍然比较困难。有相当一部分教师需要经过培训才能胜任现职工作,各学科师资不配套,音乐、体育、美术、历史、地理、外语、生物、政治、劳动技术教育等学科的师资普遍短缺。90％的农村初中没有必要的理化生实验设备,缺乏体育卫生设施。在办学指导思想上,相当普遍地存在着
In recent years, especially after the publication of the “Decision of the CPC Central Committee on the Reform of the Educational System,” the party and government departments and schools in various places have taken a number of measures to strengthen junior high school education, have done a great deal of work and achieved some success. However, junior middle school education Education is still a weak link in education and the quality of education is low. Only about 30% of junior high school graduates pass the examination in many areas: the loss rate is high, and the number of districts is as high as 40-50% in three years. The quality of junior high school education is caused by many reasons. During the ten-year turmoil, with the poor basic education for primary education, the blind development of ordinary secondary schools not only weakened primary schools but also did not do well in junior high schools. After the Third Plenary Session of the 11th CPC Central Committee passed all the adjustments, rectification, consolidation and improvement, the number and layout of junior high schools have gradually become more reasonable. However, the conditions for teachers and schools are still rather difficult. A considerable number of teachers need to be trained to be qualified for their current jobs. Teachers in various disciplines are not well-equipped. Teachers in music, sports, fine arts, history, geography, foreign languages, biology, politics and labor and technical education are in short supply. 90% of rural junior high schools do not have the necessary laboratory equipment for physics and chemistry and lack of sports and sanitary facilities. In the guiding ideology of running a school, it is quite common to exist