On the evening of December 22, 2021, Lv Fanghua, a teacher from the second phase of the 10th batch of aid to Xinjiang at Dasixiang Primary School in Yongkang City, shared with his family members the joy of the school’s students participating in the “Zhe’a Tongxin Cup” primary and secondary school students’ on-site essay competition in their personal space. A few hours later, on the morning of the 23rd, Wang Zhaojun, Secretary of the Party Committee of Wensu County Third Middle School, held the hand of Hu Tianprize, Deputy Leader of the Talent Group of Jinhua City Aid Xinjiang Command and Deputy Director of Wensu County Education and Science Bureau, and excitedly said, “Thank you Jinhua Aid Xinjiang Teacher. After a year of efforts by Teacher Jin Wen, we have made progress one after another in teaching national common language and writing.” The three guiding teachers in the group are ethnic teachers. The corresponding data is that 700 fifth grade students from Aksu region participated, with 457 winners, including 78 first prizes.
Hu Tianprize said that this achievement was indeed not easy to come by, because Wensu Third Middle School is a minority school with 99% students.9% of schools have only started fully implementing national language and writing teaching since 2017. In order to promote the growth of students, teachers from both Jin and Wen have put in a lot of effort. After confirming Wensu Third Middle School as a pilot school for aid to Xinjiang in December 2020, Hu Tian Award braved pressure from all parties and faced difficulties in March 2021, when the first phase of aid to Xinjiang teachers only had one semester left. He resolutely launched the aid school and teacher adjustment plan. After adjusting the school, he came to the school the next day to discuss with the team of Wensu No. 3 Middle School how to improve the school’s educational taste, improve the teaching staff, cultivate student habits, and develop the spirit of the teacher team. He also built a “mentoring” platform with the aid teachers in Xinjiang, accumulating various experiences for the new batch of teachers to quickly carry out their work as soon as they enter Xinjiang.
Lang Meiqiao, a teacher from the first phase of the 10th batch of aid to Xinjiang, sincerely said that this rare opportunity to face difficulties and shine brightly for the major political task of teaching the national common language and writing. With only one semester of aid, and having already served as a Chinese language teaching task for two classes, she self pressurized and actively guided paired teachers to formulate detailed daily, weekly, and monthly tasks, achieving the goal of “preparing lessons together, attending classes together, and managing together”, Open a new window of thought for local teachers.
Lv Fanghua took the initiative to serve as a Chinese language teacher for the first grade of Wensu Third Primary School. Within less than 4 months of entering Xinjiang, she participated in nearly 60 sessions of listening to evaluation classes and one-on-one teaching guidance, guided grade group lesson preparation and shared small topic teaching and research 16 times, taught demonstration classes 16 times, and shared the teaching resources of the first grade Chinese language textbook. She said that national language is the root of national culture, and the first grade is the initial stage for children to start systematic learning. It is very important and particularly meaningful to buckle the first button for children here to learn the national common language. She hopes to give full play to her strengths in the time of helping Xinjiang, and contribute her light and heat to the learning of the national common language and characters of the warm children.
2、 Strengthening the awareness of the Chinese national community among teachers and students in Yongkang Wensu and other places.Jun was even more surprised by the heritage of Yongkang School, saying that he wanted to study, visit, and learn from teachers in Yongkang.
In addition to the strong support and meticulous organization of Yongkang Rear School, the deep-seated reason for this achievement is that in recent years, Yongkang Education has taken “educating people for the Party and the country” as its mission, closely focusing on the overall requirements of “accelerating education modernization and building a strong education city”, with the goal of “people’s satisfaction”, focusing on improving education quality as the core, accurately analyzing and grasping the current situation of education development, focusing on party building leading development, and education project construction We will focus on six key areas of education reform, education ecological purification, campus security and stability, and teacher team construction. We will deepen the implementation of the four major projects of “ideological casting”, “practical education”, “environmental education”, and “one school, one quality”. We will solidly promote the reform and innovation of urban and rural group education, family school collaborative education, education digital reform, and the implementation of the “double reduction” policy in the education field, thus overcoming the previous low point, Let the education industry in the city present a strong momentum of rapid and healthy development.
Yongkang Education’s self revolutionary continuous progress, reflection, accumulation, and precipitation have formed a virtuous development loop, which is an endogenous driving force for promoting the balanced development of Yongkang’s basic education to a higher level, quality, and balance. We hope that Wensu Third Middle School can learn from relevant experience and become a highland of education in Wensu County. “Hu Tian Award said when carefully analyzing the reasons behind Yongkang’s good results in the competition with the surprised Wang Zhaojun.
Zhejiang and Asia are united, always warm and empathetic… This event has enabled young people from both regions to fully discover and explore the beauty around them, jointly write hymns of the new era, and achieve deep communication and integration through writing as a carrier, promoting traditional ethnic culture, and adhering to cultural roots. It has improved the expression and application ability of students from both regions to the national common language and script, and enhanced their national pride and confidence, While strengthening the awareness of the Chinese national community among teachers and students in both regions, it further promotes communication, interaction, and integration between students in Yongkang and Wensu, planting the seeds of “national unity” in the hearts of students in both regions, promoting mutual learning and mutual learning in education between the two regions, and showcasing the confidence of Yongkang Education.