【正文】 b，為農(nóng)村學(xué)校教育者提供保護(hù)和專業(yè)培訓(xùn)：在每個區(qū)域保持合格的教師人數(shù)；高度激勵那些非合格人員參加教學(xué)機(jī)構(gòu)的專業(yè)課程；把教師引入社區(qū)生活，擴(kuò)大興趣范圍。前者有很城市化的社區(qū)文化中心，后者的村莊只能參加一些沒有什么發(fā)展甚至連電也沒有的公社。也許這就是為什么在農(nóng)村學(xué)校教學(xué)速度比城市的要慢很多。可悲的是，今天在大部分的農(nóng)村地區(qū)，文化家園中有一個叫“夜間聚會”的機(jī)構(gòu)，被用作喜歡迪斯科俱樂部，婚禮，派對等用途。與城市社區(qū)（城鄉(xiāng)關(guān)系）的聯(lián)系。s library is the one with the most important percentage of book readers. 1. 4. Finally, another indicator for the functioning level and efficiency of the local educational systems is the one concerning the geographical situation of the areas under investigation as same as the one of the mune structure made from surrounding villages. There are big differences between locations near by urbane area and those far away from it。 the interferences with the city munity (ruralurbane interrelationship). Starting on this conclusions and priority, trustfully thinking the objective data, the research papers present some achievement directions for a better placed rural education. 1. Introduction Knowing the valuable cultural educational traditions who were offering during time vitality to the rural educational world but also those who manage to develop or stop from evolving some of the rural educational institutions, we thought useful and necessary the undergoing of an empiric field research having as purpose the study of specific aspects of rural education following both directions in the historical events (the horizontally and the vertically level), emphasizing on the value and the roles that the forms and the rural educational institutions have. The research made in 61 Romanian villages was oriented by the next objectives: identifying the human and material resources and also the forms and the methods used to put in value the rural educational institutions。s functional status, shows our research results. This explain why some of the cultural homes who have in their administration rooms for different instructive classes and under inventory use high technique devices and their budget count constant high funds (billions of Romanian lei) are looked for their educative potential, being fine institutions with a reach educative activity. As example we have cultural homes from RusiiMunti, Sarmas, Raciu and Deda. We may say that those who are running these institutions have learned not only the cultural management, but especially the financial one. In other localities the buildings are badly ruined, time degrading what is left and as those buildings who es from an old 233。 involving the teachers in munity life for extending the interest area beside school. c. The school integration in the munity. The local authorities, the local munity should be more responsible of school state because these institutions are depending as infrastructure (rooms, spaces for education, keeping hygiene, cleaning, construction or rejuvenating works etc.) by the local munities. d. Connection between school and munity, taking care of the area characteristics: the educational curriculum can be settle concerning the area 39。這 一情況只適用于兩個村莊（ 薩爾馬 和德達(dá)），這兩個地方是不愧被稱為文化機(jī)構(gòu)的文化家園。 我們不應(yīng)該忘記，目前這些機(jī)構(gòu)是以自負(fù)盈虧的制度在運(yùn)行的， 1994 年頒布， 1997 年再版的法律規(guī)定：法治第九條，“文化家園的融資成本和資金花費(fèi)堅(jiān)持從額外的預(yù)算資金分配和來自當(dāng)?shù)毓珙A(yù)算”。 薩爾瑪文化家園同時運(yùn)行當(dāng)?shù)毓姶髮W(xué)（全國公辦大學(xué)協(xié)會的成員之一）的這一積極模式，是值 得所有的文化家園遵循和推廣的?？拷鞘械墓缫话阌?45 個村莊組成，所有的村莊都 具有文化家園，并且在運(yùn)行著。 b，完善有關(guān)文化機(jī) 構(gòu)自我融資制度的法律。在地形偏遠(yuǎn)的地區(qū)，往往一個公社包括了很多村莊。這一情況可以在薩爾瑪，德達(dá)和拉西這種舊風(fēng)俗和傳統(tǒng)都還由文化家園的活動所保持著的地區(qū)發(fā)現(xiàn)。我們可以說那些運(yùn)行這些機(jī)構(gòu)的人不僅學(xué)到了文化管理，同時特別學(xué)到了財(cái)務(wù)管理。 ． 我們的研究結(jié)果顯示了教育機(jī)構(gòu)的運(yùn)作效率取決于這些工作者的專業(yè)學(xué)位。 fitting out with modern devices the school labs and endowing each school with a puter system. b. The custody and professional training of the educators for the rural schools: keeping the qualified personal in the area。s libraries, the professional training of those running this institutions is very important, fact pickedup from the higher percentage of readers in