SWOT Analysis and Strategies of Constructing Rural Farmers’ Spiritual and Cultural Education System.docVIP

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SWOT Analysis and Strategies of Constructing Rural Farmers’ Spiritual and Cultural Education System.doc

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SWOT Analysis and Strategies of Constructing Rural Farmers’ Spiritual and Cultural Education System 　　Abstract 　　Opportunities and challenges coexist in constructing rural farmers’ spiritual and cultural education system. Conducting SWOT analysis to analyze various factors from a holistic perspective will facilitate grasping advantages and opportunities， recognizing weaknesses and threats， and seeking a path suitable for local realities. Finally， the author proposes specific policy suggestions regarding awareness improvement， policy improvement， economic development and educational resource integration and so on. 　　Key words： SWOT analysis； Rural farmers； Spiritual and cultural education； Integrated 　　ZHAO Yanlong， LIU Yibing （2014）. SWOT Analysis and Strategies of Constructing Rural Farmers’ Spiritual and Cultural Education System. Cross-Cultural Communication， 10（3）， -0. Available from： http///index.php/ccc/article/view/4395 　　DOI： http：///10.3968/4395 　　INTRODUCTION 　　The proposal of rural famers’ spiritual and cultural education is benefited by the high-speed development of technology and economy. Now， rural farmers’ spiritual and cultural education has not only become a generally recognized and accepted concept and principle in educational circle， but also become an educational practice and a social activity in real life. As an ideological form， rural farmers’ spiritual and cultural education is a concept and a principle， which should be followed when we construct a system， and it runs through the entire system construction process. As a practical form， rural farmers’ spiritual and cultural education is an educational system and a goal that the whole world is struggling for. China now is practicing rural farmers’ spiritual and cultural education system within the scope of the whole society， but the educational supply capacity is limited. Educational resources are unable to support the whole rural farmers’ spiritual and cultural education and external sup