“Education is a social activity that faces human life directly, through human life, and for the improvement of the quality of human life. It is the most embodying life care in a people-oriented society.” ——Ye Lan The core of school management is people, which is a kind of "management of people". If "management of people" is regarded as the control of people, this is completely inconsistent with the concept of the new curriculum. The core of modern school management should reflect life care in all aspects, which includes two points: one is to see whether everyone's enthusiasm and creativity can be maximized under a certain management system; the other is to see whether a person can be fully utilized under this kind of management. Whether one can live with dignity and value under the system.
1. Conceptual level: Modern school management must establish a quality of life awareness
“School people” refer to all faculty, staff and students in the school. On the platform of life education, modern school management should establish the assumption of "life people" and realize that "school people" are complex organisms, free, concrete, unique, and constantly growing life individuals. They have mysterious souls of life, poetic touches of life, vivid life experiences, strong life energy, strong life expectations and sincere pursuit of life.
(1) Modern school management pays attention to the quality of teachers’ lives
First of all, teachers are living people. Teachers have thoughts, feelings, and independent personalities. Teachers expect to be respected by others, expect to be cared for by others, and expect to be recognized by others. Making teachers feel respected and expected is the lifeline of school development.
Secondly, teachers play a composite role. Teachers are the organizers and implementers of teaching, facilitators of student learning, and managers. Students may not know the principal, but they always maintain a "zero distance" from their class teachers and teachers, and will even remember and respect them. In this sense, teachers have more self-esteem than other professions.
Third, teachers are a group rich in personality and specialties. Teachers in schools have their own unique growth experiences and mental processes. They vary widely in moral standards, psychological qualities, work abilities and even personality hobbies. These differences constitute the complexity of the teacher group. Modern school management should pay attention to the personality and expertise of teachers. Providing teachers with opportunities for success, building a stage for growth, stimulating teachers' creative impulse, and allowing them to develop "educational wisdom" are important foundations for school development.
(2) Modern school management pays attention to the quality of students’ lives
Focusing on people is the core concept of the new curriculum - it means: first, pay attention to every student; second, Pay attention to students’ emotional life and emotional experience; third, pay attention to students’ moral life and personality development. There has been a view for a long time that time is unlimited. As long as our students sit in the classroom, they will surely produce talents, more talents, and good talents. In fact, this kind of disrespect for students' wishes, disrespect for objective laws, and blindly forcing students to learn, learn, and learn again is very undesirable. It seriously violates their will and violates the laws of education.
2. Organizational level: Modern school management replaces "shackles" with "humanity"
The rigid management system is "shackles", while the flexible management system is "humanity" ized”. The modern school management system should be a "humanized" flexible management system that can reflect basic respect and care for people.
The construction of a "humanized" system must grasp three links:
First, the system formulation process must fully promote democracy and reflect the broadest interests of "school people". It reflects human concern and makes the system a norm and ideal state that "school people" consciously and voluntarily pursue from the starting point. Smart managers are good at integrating the requirements of the times, the development of the school, and the fundamental interests of all teachers, students, and employees, so that the system itself has the dual function of safeguarding the interests of the school and the legitimate rights and interests of teachers, students, and employees themselves.
Secondly, the implementation process of the system should be guided by guidance, supplemented by covenant, moved by emotion and rationality, and patiently and meticulously guide "school people" to recognize and abide by the rules. Managers place themselves in a position that is completely equal to those being managed under the jurisdiction of rules and regulations, and declare to all teachers and students that "everyone is equal before the system"; thus, the behavior of teachers, students and employees in complying with rules and regulations is strictly enforced. Heteronomy enters the state of self-discipline.
It is determined that evaluation will develop in the direction of developmental evaluation, self-evaluation and process evaluation. Therefore, in terms of evaluation methods, more emphasis is placed on the qualitative evaluation of teachers. Pay attention to both teaching results and teaching process. The evaluation subjects are diversified and the evaluation contents are diversified. Make teachers' efforts rewarded and provide teachers with intrinsic motivation for their professional development.
Third, the handling of violators must be strict and affectionate, strict and measured, and strict and methodical. It must be based on respect, use understanding as a bond, use communication as a way, and educate people. Purpose. When it comes to issues involving a person's reputation, interests, or even psychological state and development prospects, school administrators can first put themselves in perspective and achieve "don't do to others what you don't want others to do to you," so as to achieve a solution for both parties to the conflict. The highest state of having problems and feeling relaxed.
3. Operational level: Modern school management practices the growth of human life
(1) Let teachers develop themselves while burning themselves
Modern schools should On the one hand, it is the cradle of student development, and on the other hand, it is also the cradle of teacher development. As a manager, we must build the school into a "school for teacher development."
First, build the school into a learning organization. A learning organization is a sustainable development organization established by cultivating a learning atmosphere that permeates the entire organization and giving full play to employees' creative thinking abilities. The school itself creates a learning atmosphere through school-based training and establishes an assessment and evaluation mechanism for the "Ten Basic Teacher Skills". At the same time, teachers are encouraged to further their studies, including academic qualification improvement and special skills training. In addition, we provide teachers with opportunities to participate in educational research as much as possible. By hiring famous teachers and teaching researchers to give lectures, special seminars, salon-style teaching and research, and compilation of special learning materials, etc., teachers can communicate with the "most avant-garde educational concepts" and use them to My own teaching practice closely follows the trend of educational development. Nowadays, 75% of the teachers have a college degree or above, and all are qualified in computer and Mandarin. Our goal is that all young teachers have a college degree and 30% have a bachelor's degree.
Secondly, implement the strategy of “research and development”. “Guide every teacher to embark on the happy path of engaging in educational research” is the earnest teaching of the famous educator Suhomlinsky to principals. The principal is not only the first person responsible for carrying out reform research, but also a leader and practitioner. In the process of implementing the strategy of "promoting teachers through scientific research", our school, as the principal, undertakes the research work of the project every year, strengthens leadership from the selection of the topic, the formulation of the project plan, the planning of the project, the organization and implementation of the project, etc., and personally participates in it , writing papers and project reports. Under the leadership of the principal, the entire school's "scientific research to develop teachers" plan is advancing steadily. Every teacher has learned to research in teaching and teach in research. The research results of the subject are remarkable. One subject won the award in Shaoxing City, and there are many subjects. Established projects in Shengzhou City and won awards.
The new curriculum is a study carried out from the perspective of human life and basic education as a whole, and it is a real study. The school starts from the perspective of paying attention to the quality of life of teachers and students, allowing the lives of teachers and students to interact and produce students in the development process of the school. Through "scientific research to develop teachers", teachers have truly improved, whether it is theoretical level or the ability to summarize teaching experience. Everyone is on the road of education reform from "teacher craftsman" to "scientific research type".
Third, implement the growth plan for young teachers. Young teachers are the new force in school development, and cultivating the growth of young teachers is the focus of the school’s teacher growth plan. To this end, our school organizes young teachers every year to carry out the "Eight Ones" of educational research: read a book on educational theory, undertake or participate in a small research project, take an open class, demonstrate a teaching skill, and compile a test paper , produce a courseware, write a case, and publish an education and teaching paper.
Fourth, guide teachers to grow through reflection. Modern schools encourage every teacher to become a person who is good at thinking, not only to find and solve problems in education and teaching through thinking, but also to improve his or her own educational philosophy through thinking.
(2) Let students enjoy the joy of growing up
To care for children, we must first respect them. Respect children's rich inner emotions, respect students' psychological development rules, and make schools a garden, academy, home, and paradise for students to live and study, so that children can enjoy the joy of growing up.
1. A garden full of vitality. Although the school is located in a mountainous area and the economy is relatively weak, we have tried every means to build a garden-style school. We worked hard to win over a local individual owner to build a modern teaching building for the school. In recent years, flower beds have been built on the campus, trees and flowers have been planted. The garden is full of greenery and fragrance all year round. It has become a Shengzhou City Green School and strives to create a Shaoxing Municipal Green School. Students strolled in the garden, read in the morning under the big camphor tree, and stopped in front of the flowers. Standing in the window of every classroom on campus, you can enjoy the endless greenery, and the entire campus is full of vitality.
2. A positive academy
Improve students’ quality through the construction of school cultural environment. An educator once said: "Schools should stir people's emotions. When entering the school, people should be able to feel a poetic, sacred and infinite charm." We carry out "Let the walls speak and let the flowers and plants express feelings" "Let the Classroom Shine" and other activities strive to make every corner of the campus full of warmth. Therefore, large-scale color photos of "campus stars" are installed in the corridors to encourage everyone to study. In addition to hanging famous quotes, "Little Calligraphers' Arena" is also hung The proud "masterpieces" of middle school students in the "Little Painters' Arena" and "Little Musicians' Showcase" bring unlimited enjoyment to students
3. A home that inspires wisdom
"Based on the Internet environment. "Small Project Research", "Extracurricular Reading - Reciting Classics"...the development of activities one by one, the selection of "little writers, little painters, little musicians, little calligraphers", artistic characteristics, comprehensive practical activities The creation of unique and nurturing educational features and a strong learning atmosphere on campus make the school a home for enlightenment and wisdom.
4. A paradise for expressing personality
Happy games.
The lunchtime activities between classes are a microcosm of the campus atmosphere, promoting students' personality development and all-round development of games.
Happy exercise. Children naturally love to play and exercise. Students' study burden is not heavy and they have time to participate in their favorite activities. To this end, we have established a school table tennis team, a "three-person" small basketball team, a happy mountain climbing team, etc. During the training and learning of various special projects, It cultivates children's spirit of hard work and perseverance, and allows every child to have a healthy body.
Happy creation. The school sets up extracurricular interest groups for children to freely choose to join, allowing children to create happily in the interest groups. For example, the car model and aircraft model group, the paper-cutting and heat transfer group, and the root carving production group attracted a large number of students who love science.
Happy campus. In order to give children a happy childhood, create an infinitely broad space for children to display their personality and experience life. In this way, children will be vivid, lively, brave, tenacious, not afraid of difficulties, and full of personality...
4. Feature level: Integrate life care into modern school management and create school characteristics
Features of comprehensive practical activities: Life care, paying attention to students' lives.
The "Comprehensive Practical Activities" course not only responds to the overall trend of curriculum reform in the world, but also reflects the practical needs of my country's curriculum reform. It is a course open to all students. It takes the students' independent choice, direct experience, research and exploration as the basic course method, and is close to students' real life practice (tea planting, tea picking, tea making), social practice ( In order to welcome the 90th anniversary of the founding of the Party, students are organized to interview old party members about their revolutionary history, struggle history, and scientific practice as the basic content of the course. It is a non-disciplinary course that takes students' personality development as the basic task of the course.
Since the implementation of the new curriculum, our school has conducted a lot of research and practice on comprehensive practical activities at the primary school level. After eight years, we have carried out comprehensive practical activities in the basic links, operational strategies, training models, and curriculum. It has formed its own set of practices in terms of setting up and other aspects. The results of related topics have won first and second prizes in Shengzhou City competitions many times. Many papers on related topics have been published in various publications.
Comprehensive practical activities reflect life care, pay attention to the participation of every student, open up a broad space for students to give full play to their autonomy, and allow students to learn life knowledge and survival skills during the activities.
Nurture education features: moral care, focusing on students’ moral quality and personality development.
The fundamental purpose of education is to teach students how to behave. The development of good quality requires starting from ordinary little things, and it also requires continuous education and training with the cooperation of schools, families, and society. Over the past few years, our school’s ideological and moral construction with “nurturing education” as its content has formed a distinctive feature.
What is the breakthrough point to develop good behavioral norms is currently a confusion in the moral education work of many schools. Based on years of exploration, our school organized key teachers to compile and print the school-based teaching material "Daily Behavior Standards for Primary School Students 1, 2, and 3" based on the newly revised "Daily Behavior Standards for Primary School Students" revised by the Ministry of Education. Videos such as "One Day in Primary School" and "Being a Civilized Student" and school-based teaching materials are supported by a series of electronic teaching materials. We have set up "school-based development education courses", established "psychological counseling stations", "behavior standard training rooms" and other measures, and carried out "writing diaries of heart-to-heart conversations" Selection of "Monthly Star", "Weekly Star" and other activities. At the same time, the supporting development education evaluation manual "My Growth Trajectory" was compiled and printed, and a wide range of evaluators were recruited. Through evaluation, students were able to discover progress, identify shortcomings, and clarify the direction of progress.
Only by returning to life can one feel the existence and power of life; only by pursuing real life growth can one discover the life potential contained in school education. Modern school management must pay more attention to human dignity, follow the laws of human nature, develop human potential, and discover human value, thereby opening up broad prospects for the sustainable and healthy development of schools.
(Editor in charge: Yi Fan)