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with the development of society and people's pursuit of education, the allocation and utilization of educational resources has become a hot topic. however, in many counties, especially in rural areas, the allocation of educational resources faces huge challenges. among them, county middle schools, as the foundation of education, are under tremendous pressure. they are like "leeks" being "exploited", suffering from triple exploitation, and are fundamentally affected by the structure of educational resources, leading to a dilemma in educational development.

the fiercely competitive county education market

in recent years, private high schools and prefecture-level high schools have continued to emerge. they have attracted more and more students with their popularity and high-quality teaching resources, and even directly cut off the loss of students trained by county middle schools. this "picking the best" competition strategy has made the educational environment in county middle schools increasingly tense, and resources have been "plundered", resulting in a worsening learning environment for county middle school students, the loss of teachers, the decline in teaching quality, and the "blocking" of development space, which has put them in a difficult situation.

the “chain” of educational resources

the intervention of super high schools and educational capital has brought huge challenges to county middle schools. these schools use their famous school brands and strong economic strength to recruit outstanding students and pull them into their own systems, directly seizing the high-quality resources of county middle schools. this has led to the "chain" control of county middle schools' educational resources, the loss of students and teaching resources, and the development of schools falling into difficulties, eventually forming a vicious cycle.

challenges facing the county

county middle schools are facing huge challenges. these schools use their famous school brands and strong economic strength to recruit outstanding students and bring them into their own systems, directly grabbing the high-quality resources of county middle schools. this "picking the best" competition strategy has made the educational environment in county middle schools increasingly tense, and resources have been "plundered", resulting in a worsening learning environment for county middle school students, a loss of teachers, a decline in teaching quality, and a "blocked" development space, which has put them in a difficult situation.

rebuilding the future of the county model

if county middle schools want to revive again, they must rebuild the institutional resource base of the county middle school model and turn county middle schools into a stable educational level. it needs to completely block the loopholes of provincial and municipal schools picking the best students from the lower county middle schools, and fundamentally reverse the sphere of influence of the "education group" of super middle schools, and return to the basic livelihood attributes of education.

society's expectations of the county

county middle schools are the cornerstone of education in most places, providing a guarantee for the future of children and the foundation for social development. only by revitalizing county middle schools can education truly become a "way out" and ultimately achieve sustainable development of education.