An Investigation Report on the Education of the Provincial Headmasters of Heilongjiang Province to New, Gan and Qing
Heilongjiang Province Provincial Key Principals Going to New, Gan and Qing Dynasties Education Investigation Report Education College Sun Honglian
From April 17th to April 30th, 2005, the fourth group of students of the first provincial-level backbone school in Heilongjiang, a group of 17 people, led by Bai Xinhua, director of the Provincial Training Center, went to Xinjiang, Qinghai and Gansu for a period of time. After 13 days of study and study, I was fortunate enough to participate in the study tour of this group. My summary and experience of my study tour in Northwest China are as follows:
From April 19th to April 27th, 2005, we inspected the experimental national small school of Xinjiang Education College in Urumqi, Xinjiang; Yaer Middle School in Kashgar, Xinjiang; the fifth country in Turpan; the adult training center in Lanzhou, Gansu; Lanzhou Fourteen Middle Schools; Lanzhou Experimental Elementary School; Qinghai Experimental School. The schools we visited have both towns and villages. Everywhere, the principals gave us a detailed introduction, from the history of the school to the status quo, to the curriculum reform of the school to the construction of the teaching staff, and the evaluation of the teachers. To the evaluation of students, from the teacher's personnel system reform to flexible work system, from the school's teaching quality to the school's moral education work. We also listened to the president's explanation of the school's educational philosophy and learned advanced school experience. The most profound feelings of several principals' reports are their understanding of education and their understanding of the market. If they are successful principals, then their success lies in the perfect combination of the two. While introducing the school, he also interacted with the principals of the Heilongjiang delegation. Through the introduction of the seven principals' school-running ideas and school-running characteristics, they got the following insights:
1. Walk thousands of miles and read thousands of books.
Xinjiang, Qinghai and Gansu occupy most of China's territory. During the inspection, I can clearly feel the remaining poverty and weakness in our country. From examining the local natural landscape, human history, customs and customs, education policy and education development status, I was shocked by all the time, so that I could not help but think about many problems that I have not thought about when I walked in the northwest. When the earth was over, the mountains that were not overturned, the endless mountains and the Gobi Desert, all of which made me feel uncomfortable in the hearts of people who grew up in the northeast. Under harsh natural conditions, education in poor areas can be changed in a day. How to develop education in poor areas is indeed a heavy topic. At the same time of shock, I also admire the gardeners who are engaged in education in the harsh environment of the northwest. They have no regrets. Every principal and teacher in this work is a book, which makes me understand. What is dedication.
2. The principal has an advanced school-running philosophy and a persistent pursuit of education to create a personalized school.
I think that it is not enough for the principal to have an understanding of education. The higher level and more important is to dare to understand. Their "dare" is different from others - dare to be different, which can reflect the principal and courage of a principal. This kind of difference contains a lot of innovations. It is this kind of innovation that can make individualization. School. Whether it is located in the schools of the provincial capitals of Urumqi, Xining, Lanzhou, or the fifth country of Turpan in the remote rural areas, Kashiyaer Middle School, etc., from the introduction of each principal, we have experienced their dedication to education. Pursuing and deep understanding of the work of education, they have transformed their understanding of educational work and independent school-running ideas into educational practice, and created their own characteristics of running a school. This is commendable. During the inspection, I paid attention to observe the school motto of each school. The school motto of each school is personalized, which means that the principal can combine with the locality, tradition and the actual situation of teachers and students of his school, and work with teachers and students to develop a school motto with his own school characteristics and style, and use it as a teacher and student. The goal of working hard and striving for it. For example, the school motto of Lanzhou No. 14 Middle School is: “Baowen, Gongli, Responsible, First”; the small school motto of Lanzhou Experimental State is: “Growing morality, opening wisdom, strengthening fitness, and establishing beauty”. It reminds me that to establish a personalized school, the principal must be a thinker who is thoughtful and diligent in thinking. The principal should also have the mind of an economist, the thinking of a philosopher, the vision of an educator, and the need to understand market rules and laws. . Otherwise, a lazy person will not create a personalized school.
3, weak schools to survive, must take the road of characteristics.
Lanzhou No. 14 Middle School, also known as the Northwest Music School. It turned out to be an ordinary middle school. It is located in Lanzhou City, but due to the influence of the key middle schools of the middle school, middle school and second middle school of Lanzhou Normal University, the school's senior high school entrance examination and joint entrance examination scores have not been able to compete with key middle schools, and enrollment has become a problem. How to survive? Only take the road of character. President Zhao said: At that time, Lanzhou Sixth Middle School caught the speciality of sports, and Lanzhou Railway Middle School grasped the specialty of art. We selected music specialties in the fourteenth. The school has increased its investment in hardware construction and faculty, and has worked hard for more than a decade. At present, the school has been recognized by the society and parents. Every year, high school students are enrolled in music. There are 5 high school music classes in 2004 and 3 national music classes. The main purpose is to transport music talents for colleges and universities. In order to train students, schools and Lanzhou The Military Region Song and Dance Troupe established contact. In 1985, the school established the Symphony Orchestra, which was the first Chinese student orchestra to perform in the Beijing Concert Hall. The school also strives for the government's policy inclination, that is, high school music candidates can not participate in the exam, after three years of study directly participate in the entrance exam, music class students, more than 90% of the professional class exams pass each year. In 2004, he was admitted to two Beijing Conservatory of Music and two Shanghai Conservatory of Music. Now the school has the strength to survive, and the school has been listed in the Northwest Music School. From the hardware construction and campus culture construction we visited, it is a modern school. The feeling for me is that the principal of a weak school must reverse the school's living environment. It must be deeply planned, deeply pondering the development prospects of the school, finding the right direction, and using sufficient policies. This requires the principal to have planning ability and policy for school development. Ability to use.
4. Schools must develop a scientific evaluation mechanism as a driving force for development.
The evaluation of teachers adopts humanistic management. When we were examining the experimental country of the Xinjiang Institute of Education, the principal said: We are a public-sponsored school, and the four systems of the school infrastructure are basically in place. The school is still very modern. The school has a history of 100 years until next year, and it is a school with a profound cultural heritage in the northwest. When our principal asked how to evaluate teachers, the principal said: Our teachers are the best in the local area. My evaluation of teachers does not involve quantitative methods, because the evaluation methods rely too much on the weighting method and the evaluation of teachers. It will tend to be the trend of the students' test scores, not the students' comprehensive development, and only pay attention to the qualifications and standards of teaching. It is unscientific to disregard the use of evaluation to promote teachers' creative work, and it is not conducive to mobilizing teachers' enthusiasm. We are exploring flexible work system. Xinjiang does not evaluate teachers with the results of students. How to evaluate them? We adopt a big democratic approach, mainly focusing on the reflection of the society and parents on teachers. In addition, 15% of the annual evaluation at the end of each year, as an index of evaluation, three years of continuous evaluation can be a first-class salary, and because we are located in the frontier, The desire of teachers to go out to study is very strong. We use it to learn to reward teachers. Every year, the school can earn 2 million yuan, 60% of which is used for teachers' posts. The school tries to use the cause to retain people, keep feelings, and treat people. Let the teacher The pockets are all bulging, otherwise the excellent teachers will be lost. He advocates “work hard, work happily, and enjoy work”. The children of teachers are free of charge, whether they are in the small country, middle school or high school. This is also a welfare created by the principal for teachers. In his words: "I will not let Lei Feng suffer." His words are simple and real. Through his conversation, we can easily find that this kind of management is not humanized management? Of course, the geographical environment is different, and the policy environment is different. But no matter which school we work in, it should be taken seriously. After the management, people-oriented management is an indispensable strategy in the management of principals. We always believe that only a healthy evaluation mechanism, In order to motivate true creative labor.
5. Relying on strengthening team building, strictly control the entrance of teachers in the construction of teachers.
A good teacher can educate a group of people, train a generation of people, and sometimes even edify and inspire generations, enrich and sway, and work hard in the future; and a good education manager can bring a group of people and create a group of people. , build a school. During the inspection of the Lanzhou Experimental Country, President Yang highlighted the experience in the construction of the teaching staff. She said: Our school is directly affiliated to the Provincial Department of Education, and the school has a history of 93 years. The overall level of the teaching staff is high. In recent years, the provincial government required that the qualifications of teachers entering the experimental country must be graduates of the university. At the same time, the school also creates all opportunities for teachers to participate in the training of new curriculum reforms, continuously improve the concept, ability and standards of teachers to implement new courses, actively create conditions, carry out a variety of school-based training, and incorporate subject training into school-based training. in. The foundation of the teacher is good, and the overall quality is high. It is precisely because of such a well-trained team of teachers that the development of the school has been in a state of benign circling, and the school has broad prospects for development. Some principals may say that I have such unique conditions and how I will be. I feel that no matter what the status quo of our teachers is, the principal must be forward-looking and necessary to invest in teacher training. Whether the teacher's existing foundation is good or bad, teachers should be continuously trained, only teachers. The quality of the school is excellent, the society and parents can recognize your school, and the school has a student source to have a foundation for development.
By investigating the Chinese small school in the northwest, as a worker who is training as a principal, in the discussion of the Northwest School and the exchanges with the principals of the study group, I am constantly rethinking our training work and have produced some immature idea:
1. It is imperative to build a modern school system. This is also the focus of our future principal training content selection. For example, after examining Lanzhou No. 14 Middle School and Xinjiang Experimental Elementary School, the president of Heilongjiang generally felt the government's investment in education and the importance of having the autonomy of running schools to the development of the school. The investment in education is still a common problem. After the fee system, the development of many schools has been restricted. The principal was also very confused when examining the schools in the northwest. This made me think of the urgency of the establishment of a modern school system. Gu Mingyuan once put forward: several requirements for the establishment of a modern school system: that schools should have the autonomy to run schools and have the power to self-direct resources; schools should be self-developed, self-regulating and self-disciplined; schools should be learning Organization; Schools should have a scientific and democratic management system; schools should be open and have extensive links with families and society. From the perspective of the whole country, it is extremely urgent to construct a modern school system. From our geographical perspective, it is urgent for the principal to strive to build a modern school system in management practice. This will be a focus of future training.
2. How should the principal's training work be carried out?
After nearly half a month of visiting the school and communicating with the principal, I feel that the training of the principal, whether it is the principal of the northeast or the principal of the northwest, is still not enough at the level of the concept, which often causes them to fog. Look at the feeling of flowers. Some principals said: "The idea is good, but it is too far away from our management practice." I think the best theory, if it is shelved, will lose its true value. What the principal needs is to build a practical training platform for them, and ask the training department to provide them with high-quality and targeted training. Strengthening pertinence, enhancing effectiveness, and continuously improving quality are the vitality of the training of Chinese principals.
In the final stage of the training work of the “10th Five-Year” Principal and the “Eleventh Five-Year” Principal Training Plan, we strive to meet the needs of the principal and enhance the effectiveness and pertinence of the training.
Focus on grasping the training of trainers, do a good job in investigation and research, and improve the understanding of the principal's connotation. To improve the quality of the principal, you must understand what the principal must have. The modern Chinese principal Principal's structure is the basis and goal of the principal's training, and is the starting point and destination of the training. We select and set training content based on the actual needs of principals and the needs of basic education reform and development.
According to the type of school and the position of the principal in charge of the class.
And implement the "integration of research and training" learning model.
And implement case teaching.
Open a seminar. Comrade Qian Yicheng emphasized that the training of principals has the characteristics of “short and fast” in the training meeting of the Chinese junior principals. Therefore, “the design of teaching plans should be rationally designed to continuously enhance the pertinence of teaching content.” “Local training departments can be based on local In the actual situation, based on an in-depth understanding of the needs of the principal, appropriate adjustments are made in a targeted manner."
Strengthen the pertinence of educational investigations.
Strengthen tracking and feedback and open up the principal's online forum.
From April 17th to April 30th, 2005, the fourth group of students of the first provincial-level backbone school in Heilongjiang, a group of 17 people, led by Bai Xinhua, director of the Provincial Training Center, went to Xinjiang, Qinghai and Gansu for a period of time. After 13 days of study and study, I was fortunate enough to participate in the study tour of this group. My summary and experience of my study tour in Northwest China are as follows:
From April 19th to April 27th, 2005, we inspected the experimental national small school of Xinjiang Education College in Urumqi, Xinjiang; Yaer Middle School in Kashgar, Xinjiang; the fifth country in Turpan; the adult training center in Lanzhou, Gansu; Lanzhou Fourteen Middle Schools; Lanzhou Experimental Elementary School; Qinghai Experimental School. The schools we visited have both towns and villages. Everywhere, the principals gave us a detailed introduction, from the history of the school to the status quo, to the curriculum reform of the school to the construction of the teaching staff, and the evaluation of the teachers. To the evaluation of students, from the teacher's personnel system reform to flexible work system, from the school's teaching quality to the school's moral education work. We also listened to the president's explanation of the school's educational philosophy and learned advanced school experience. The most profound feelings of several principals' reports are their understanding of education and their understanding of the market. If they are successful principals, then their success lies in the perfect combination of the two. While introducing the school, he also interacted with the principals of the Heilongjiang delegation. Through the introduction of the seven principals' school-running ideas and school-running characteristics, they got the following insights:
1. Walk thousands of miles and read thousands of books.
Xinjiang, Qinghai and Gansu occupy most of China's territory. During the inspection, I can clearly feel the remaining poverty and weakness in our country. From examining the local natural landscape, human history, customs and customs, education policy and education development status, I was shocked by all the time, so that I could not help but think about many problems that I have not thought about when I walked in the northwest. When the earth was over, the mountains that were not overturned, the endless mountains and the Gobi Desert, all of which made me feel uncomfortable in the hearts of people who grew up in the northeast. Under harsh natural conditions, education in poor areas can be changed in a day. How to develop education in poor areas is indeed a heavy topic. At the same time of shock, I also admire the gardeners who are engaged in education in the harsh environment of the northwest. They have no regrets. Every principal and teacher in this work is a book, which makes me understand. What is dedication.
2. The principal has an advanced school-running philosophy and a persistent pursuit of education to create a personalized school.
I think that it is not enough for the principal to have an understanding of education. The higher level and more important is to dare to understand. Their "dare" is different from others - dare to be different, which can reflect the principal and courage of a principal. This kind of difference contains a lot of innovations. It is this kind of innovation that can make individualization. School. Whether it is located in the schools of the provincial capitals of Urumqi, Xining, Lanzhou, or the fifth country of Turpan in the remote rural areas, Kashiyaer Middle School, etc., from the introduction of each principal, we have experienced their dedication to education. Pursuing and deep understanding of the work of education, they have transformed their understanding of educational work and independent school-running ideas into educational practice, and created their own characteristics of running a school. This is commendable. During the inspection, I paid attention to observe the school motto of each school. The school motto of each school is personalized, which means that the principal can combine with the locality, tradition and the actual situation of teachers and students of his school, and work with teachers and students to develop a school motto with his own school characteristics and style, and use it as a teacher and student. The goal of working hard and striving for it. For example, the school motto of Lanzhou No. 14 Middle School is: “Baowen, Gongli, Responsible, First”; the small school motto of Lanzhou Experimental State is: “Growing morality, opening wisdom, strengthening fitness, and establishing beauty”. It reminds me that to establish a personalized school, the principal must be a thinker who is thoughtful and diligent in thinking. The principal should also have the mind of an economist, the thinking of a philosopher, the vision of an educator, and the need to understand market rules and laws. . Otherwise, a lazy person will not create a personalized school.
3, weak schools to survive, must take the road of characteristics.
Lanzhou No. 14 Middle School, also known as the Northwest Music School. It turned out to be an ordinary middle school. It is located in Lanzhou City, but due to the influence of the key middle schools of the middle school, middle school and second middle school of Lanzhou Normal University, the school's senior high school entrance examination and joint entrance examination scores have not been able to compete with key middle schools, and enrollment has become a problem. How to survive? Only take the road of character. President Zhao said: At that time, Lanzhou Sixth Middle School caught the speciality of sports, and Lanzhou Railway Middle School grasped the specialty of art. We selected music specialties in the fourteenth. The school has increased its investment in hardware construction and faculty, and has worked hard for more than a decade. At present, the school has been recognized by the society and parents. Every year, high school students are enrolled in music. There are 5 high school music classes in 2004 and 3 national music classes. The main purpose is to transport music talents for colleges and universities. In order to train students, schools and Lanzhou The Military Region Song and Dance Troupe established contact. In 1985, the school established the Symphony Orchestra, which was the first Chinese student orchestra to perform in the Beijing Concert Hall. The school also strives for the government's policy inclination, that is, high school music candidates can not participate in the exam, after three years of study directly participate in the entrance exam, music class students, more than 90% of the professional class exams pass each year. In 2004, he was admitted to two Beijing Conservatory of Music and two Shanghai Conservatory of Music. Now the school has the strength to survive, and the school has been listed in the Northwest Music School. From the hardware construction and campus culture construction we visited, it is a modern school. The feeling for me is that the principal of a weak school must reverse the school's living environment. It must be deeply planned, deeply pondering the development prospects of the school, finding the right direction, and using sufficient policies. This requires the principal to have planning ability and policy for school development. Ability to use.
4. Schools must develop a scientific evaluation mechanism as a driving force for development.
The evaluation of teachers adopts humanistic management. When we were examining the experimental country of the Xinjiang Institute of Education, the principal said: We are a public-sponsored school, and the four systems of the school infrastructure are basically in place. The school is still very modern. The school has a history of 100 years until next year, and it is a school with a profound cultural heritage in the northwest. When our principal asked how to evaluate teachers, the principal said: Our teachers are the best in the local area. My evaluation of teachers does not involve quantitative methods, because the evaluation methods rely too much on the weighting method and the evaluation of teachers. It will tend to be the trend of the students' test scores, not the students' comprehensive development, and only pay attention to the qualifications and standards of teaching. It is unscientific to disregard the use of evaluation to promote teachers' creative work, and it is not conducive to mobilizing teachers' enthusiasm. We are exploring flexible work system. Xinjiang does not evaluate teachers with the results of students. How to evaluate them? We adopt a big democratic approach, mainly focusing on the reflection of the society and parents on teachers. In addition, 15% of the annual evaluation at the end of each year, as an index of evaluation, three years of continuous evaluation can be a first-class salary, and because we are located in the frontier, The desire of teachers to go out to study is very strong. We use it to learn to reward teachers. Every year, the school can earn 2 million yuan, 60% of which is used for teachers' posts. The school tries to use the cause to retain people, keep feelings, and treat people. Let the teacher The pockets are all bulging, otherwise the excellent teachers will be lost. He advocates “work hard, work happily, and enjoy work”. The children of teachers are free of charge, whether they are in the small country, middle school or high school. This is also a welfare created by the principal for teachers. In his words: "I will not let Lei Feng suffer." His words are simple and real. Through his conversation, we can easily find that this kind of management is not humanized management? Of course, the geographical environment is different, and the policy environment is different. But no matter which school we work in, it should be taken seriously. After the management, people-oriented management is an indispensable strategy in the management of principals. We always believe that only a healthy evaluation mechanism, In order to motivate true creative labor.
5. Relying on strengthening team building, strictly control the entrance of teachers in the construction of teachers.
A good teacher can educate a group of people, train a generation of people, and sometimes even edify and inspire generations, enrich and sway, and work hard in the future; and a good education manager can bring a group of people and create a group of people. , build a school. During the inspection of the Lanzhou Experimental Country, President Yang highlighted the experience in the construction of the teaching staff. She said: Our school is directly affiliated to the Provincial Department of Education, and the school has a history of 93 years. The overall level of the teaching staff is high. In recent years, the provincial government required that the qualifications of teachers entering the experimental country must be graduates of the university. At the same time, the school also creates all opportunities for teachers to participate in the training of new curriculum reforms, continuously improve the concept, ability and standards of teachers to implement new courses, actively create conditions, carry out a variety of school-based training, and incorporate subject training into school-based training. in. The foundation of the teacher is good, and the overall quality is high. It is precisely because of such a well-trained team of teachers that the development of the school has been in a state of benign circling, and the school has broad prospects for development. Some principals may say that I have such unique conditions and how I will be. I feel that no matter what the status quo of our teachers is, the principal must be forward-looking and necessary to invest in teacher training. Whether the teacher's existing foundation is good or bad, teachers should be continuously trained, only teachers. The quality of the school is excellent, the society and parents can recognize your school, and the school has a student source to have a foundation for development.
By investigating the Chinese small school in the northwest, as a worker who is training as a principal, in the discussion of the Northwest School and the exchanges with the principals of the study group, I am constantly rethinking our training work and have produced some immature idea:
1. It is imperative to build a modern school system. This is also the focus of our future principal training content selection. For example, after examining Lanzhou No. 14 Middle School and Xinjiang Experimental Elementary School, the president of Heilongjiang generally felt the government's investment in education and the importance of having the autonomy of running schools to the development of the school. The investment in education is still a common problem. After the fee system, the development of many schools has been restricted. The principal was also very confused when examining the schools in the northwest. This made me think of the urgency of the establishment of a modern school system. Gu Mingyuan once put forward: several requirements for the establishment of a modern school system: that schools should have the autonomy to run schools and have the power to self-direct resources; schools should be self-developed, self-regulating and self-disciplined; schools should be learning Organization; Schools should have a scientific and democratic management system; schools should be open and have extensive links with families and society. From the perspective of the whole country, it is extremely urgent to construct a modern school system. From our geographical perspective, it is urgent for the principal to strive to build a modern school system in management practice. This will be a focus of future training.
2. How should the principal's training work be carried out?
After nearly half a month of visiting the school and communicating with the principal, I feel that the training of the principal, whether it is the principal of the northeast or the principal of the northwest, is still not enough at the level of the concept, which often causes them to fog. Look at the feeling of flowers. Some principals said: "The idea is good, but it is too far away from our management practice." I think the best theory, if it is shelved, will lose its true value. What the principal needs is to build a practical training platform for them, and ask the training department to provide them with high-quality and targeted training. Strengthening pertinence, enhancing effectiveness, and continuously improving quality are the vitality of the training of Chinese principals.
In the final stage of the training work of the “10th Five-Year” Principal and the “Eleventh Five-Year” Principal Training Plan, we strive to meet the needs of the principal and enhance the effectiveness and pertinence of the training.
Focus on grasping the training of trainers, do a good job in investigation and research, and improve the understanding of the principal's connotation. To improve the quality of the principal, you must understand what the principal must have. The modern Chinese principal Principal's structure is the basis and goal of the principal's training, and is the starting point and destination of the training. We select and set training content based on the actual needs of principals and the needs of basic education reform and development.
According to the type of school and the position of the principal in charge of the class.
And implement the "integration of research and training" learning model.
And implement case teaching.
Open a seminar. Comrade Qian Yicheng emphasized that the training of principals has the characteristics of “short and fast” in the training meeting of the Chinese junior principals. Therefore, “the design of teaching plans should be rationally designed to continuously enhance the pertinence of teaching content.” “Local training departments can be based on local In the actual situation, based on an in-depth understanding of the needs of the principal, appropriate adjustments are made in a targeted manner."
Strengthen the pertinence of educational investigations.
Strengthen tracking and feedback and open up the principal's online forum.
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