Suchergebnisse

In the course of operation, the construction industry will repeat deviations and adjustments to it equilibrium state. Understanding the development fluctuations of the construction industry is critical to the formulation of a country&rsquo ; s sustainable development strategy. The purpose of this paper is to investigate the development trend and fluctuation periodicity of the construction industry, particularly the deviation and characteristics of the development. In this paper, based on the H-P filtering method, the residual method for measurement of macro-economic cycle fluctuation is used to divide the periodic fluctuation of the Chinese construction industry into five rounds of economic cycles since the reform and opening up. The results are tested by a random test model and a self-correlation coefficient test model. The longitudinal time-series of data investigated in this research is the constant-price, gross output values of the construction industry in China in the period of 1980&ndash ; 2017 for a total of 38 years based on the national annual statistics. The results of the mathematical test show that the peak or valley of the economic cycle fluctuation of the construction industry in China reappears about every seven years or so. It shows that since the reform and opening up, the peak position of the cycle fluctuation of the Chinese construction industry began to decrease gradually, the valley level began to rise gradually, the volatility showed a downward trend, and the construction industry cycle fluctuation entered a steady and smooth process. The results of this study provide new comprehension of the development trend of construction industry and build the theoretical basis for governments and enterprises to judge the future development trends when formulating the relevant policies.

Rural education is a short board of China's education. It is of great significance to strengthen the construction of the teacher team in rural middle schools for Rural Revitalization in the new era. The problem of structural shortage of teachers, reflected by the phenomenon of "what biology teachers teach is not what they learned" in rural middle schools, is a key issue that has been existing for a long time in the development of rural middle school education in our country. It is also a key problem that must be paid attention to and urgently solved in the face of the new situation, new tasks and new requirements. In response to this phenomenon that caused by the decline of students and the loss of biological teachers in rural middle schools, the government needs to play a supporting role and the school leaders of rural middle schools should innovate their systems and concepts. What's more, biological teachers should reflect on their hearts and have the educational feelings of being willing to develop the countryside. Only when the government, middle school leaders and biology teachers have formed an educational synergy, can we better solve that harmful phenomenon and promote the healthy and rapid development of rural middle school education.

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in Education funds, strengthening the construction of school standardization; Improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; Strengthening the role of family education and sharing the responsibilities of vulnerable groups; Improving the quality of education and creating local characteristic courses; Vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.