Evidence-based education studiesEvidence-based education studiesДоказательная педагогика, психология3034-29963034-4220Togliatti State University98110.18323/2221-5662-2023-3-37-49Pedagogical SciencesПедагогические наукиStudy on the influence of social support on the effect of science education in rural primary schoolsИзучение влияния социальной поддержки на результаты естественно-научного образования в сельских начальных школахhttps://orcid.org/0000-0003-0157-4631YuHaiyingЮйХайин
China

Doctor of Sciences (Education), Professor, Dean of the School of Education Science, tutor of master students

доктор педагогических наук, профессор, декан факультета педагогики, научный руководитель студентов магистратуры

yuhaiying0304@163.comhttps://orcid.org/0009-0007-5837-6624CuiYushanЦуйЮйшань
China

graduate student

магистрант

1287305448@qq.comFuHaifanФуХайфань
China

teacher

преподаватель

563484645@qq.comMudanjiang Normal University, MudanjiangМуданьцзянский педагогический университет, МуданьцзянDalian Changxing Island (Economic) Technical Development Zone Xingang Primary School, DalianНачальная школа Синъан Зоны технологического (экономического) развития острова Чансин, Далянь290920233374929092023Copyright ©; 2023, Yu H., Cui Y., Fu H.Copyright ©; 2023, Юй Х., Цуй Ю., Фу Х.2023Yu H., Cui Y., Fu H.Юй Х., Цуй Ю., Фу Х.https://creativecommons.org/licenses/by/4.0https://vektornaukipedagogika.ru/jour/article/view/981

This paper analyses the influence of different social support on the effect of science education in rural primary schools, based on the data of rural primary school teachers in 5 re­gions of Heilongjiang Province in China. The study found that the independent effects of the five social supports such as economic support, the support of science education venues, the guidance of science education and teaching on-site, improvement training of science teacher quality, serve as a science education counsellor on the effect of science education in rural primary schools were significant. The improvement training of science teacher quality and the guidance of science education and teaching on-site still has a great influence on the effect of science education in rural primary schools under the background of different school characteristics, and under sufficient and insufficient capital of science teaching. However, the impact of economic support, the support of science education venues, serving as a science education counsellor is not significant. Therefore, in order to better provide high-quality social support for science education in rural primary schools, a multi-subject science education alliance, led by the county educational administrative departments, should be established to improve coordination and matching degree of social support resource. A science education demand evaluation system, should be established in rural primary schools, to enhance the accuracy of social support services. The quality improvement of science teachers should be taken as the core of social support to clarify the direction of social support.

В статье проанализировано влияние различных видов социальной поддержки на результаты естественно-научного образования в сельских начальных школах на основе данных учителей сельских начальных школ в пяти областях провинции Хэйлунцзян в Китае. Выявлено независимое влияние пяти видов социальной поддержки: экономической поддержки, поддержки мест осуществления естественно-научного образования, методической помощи естественно-научному образованию и преподаванию на местах, повышения качества подготовки учителей естественно-научных дисциплин, помощи научного консультанта по вопросам результатов естественно-научного образования в сельских начальных школах. Установлено, что повышение качества подготовки учителей естественно-научных дисциплин и методическая помощь естественно-научному образованию и преподаванию на местах значительно влияют на результаты естественно-научного образования в сельских начальных школах в условиях различных школьных параметров и разного уровня достаточности учебного естественно-научного капитала. В то же время влияние экономической поддержки, поддержки мест осуществления естественно-научного образования и помощи научного консультанта по вопросам результатов естественно-научного образования незначительно. Поэтому для улучшения координирования и подбора уровня социальной поддержки естественно-научного образования в сельских начальных школах необходимо создать многопредметные естественно-научные объединения, возглавляемые окружными отделами управления образованием. В сельских начальных школах должна быть сформирована система оценки потребности в естественно-научном образовании для повышения точности оказания услуг социальной поддержки. Для уточнения направления социальной поддержки за основу следует взять повышение качества подготовки учителей естественно-научных дисциплин.

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