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| The Realistic Context， Typical Representations and Institutional Logic of the Vitality of Rural School Running |
| Fan Yongkun |
| (China Institute for Rural Education Development Studies， Northeast Normal University， Changchun 130024) |
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Abstract It has become the theme of the times that people can enjoy quality education services at their doorstep， and the premise of running school well is to stimulate the vitality of school education. The phenomenon that people are not satisfied with the education despite of the large amount of resource input makes it necessary to reflect upon the “resource input hypothesis”. The essence of the vitality of running a rural school rests on whether the main body of the school can actively find ideas， methods and strategies when dealing with challenges in resources， information， and mechanisms， so as to change the school from rigid and conservative to vital. The expressive dimension of the vitality of running a school is relatively complex. The freedom that stimulates the enthusiasm of the main body， the innovation in providing the development impetus， the openness based on the participation of multiple subjects， and the development centered upon adults constitute its typical representations. In stimulating the vitality of running schools， managers should adhere to “criticism-based rationalism”， build a rural school governance system with modern characteristics， improve the innovation ability of rural school governance， and realize the sustainability of the main body of governance.
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Received: 25 July 2022
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2022, Vol. 61 
