At present, some leading cadres still have the idea of neglecting and neglecting theoretical study. They don't pay enough attention to theoretical study in understanding, and their awareness of conscious study is not strong. They always take an indifferent attitude and passively participate in theoretical study, lacking enthusiasm and consciousness. The root of this negative coping attitude lies in the lack of sense of responsibility and mission. Some leading cadres mistakenly believe that as long as the work can produce results, theoretical study is empty, empty, indifferent and does not need to be taken seriously; Some leading cadres even think that theoretical study is a burden, which takes up working time, but it is not conducive to achieving practical results. They didn't correctly realize the great promotion of theoretical study to improve the comprehensive quality, leadership ability, ruling ability and party spirit cultivation of leading cadres, thus diluting the awareness of theoretical study and lacking the positive enthusiasm of theoretical study.

2. The learning content is empty and lacks pertinence.

Some leading cadres are weak in learning consciousness and passive in learning, which has a lot to do with the emptiness of learning content. At present, the theoretical study of leading cadres focuses more on theoretical education. Most educators are experts and scholars who have been engaged in theoretical work for many years. Although they have profound theoretical knowledge, their ability to integrate theory with practice is relatively weak. Therefore, in teaching and teaching, there are more abstract and empty theoretical lectures, less combination with practice, and less new knowledge urgently needed and applied by leading cadres, which can neither play a certain role in answering questions, nor give full play to the role of learning and training in improving quality and ability, leading some leading cadres to be uninterested in theoretical learning and dampen their enthusiasm for learning. There are still some units that lack educational resources, and theoretical study can only be limited to reading books, newspapers and vegetables, which is not targeted, and it is difficult to meet the needs of leading cadres for knowledge and stimulate their enthusiasm for learning theories.

3. The learning form is single and unattractive.

With the changes of the current environment and situation, leading cadres have higher requirements for the form of learning. But at present, the form of theoretical study is relatively simple, with more one-way reading and newspaper reading, and less two-way communication and discussion; More passive participation, less active learning and lack of diversity. Even if you participate in organized study and training, you will stick to the rules in the training mode. Classroom teaching mostly follows the traditional teaching method of "I speak and you listen", which is straightforward and lacks innovative spirit. The content is mainly pure theory, which explains the theory with theory, lacking practicality and pertinence, regardless of levels and object types, and lacking exploration and attempt of interest teaching. It is often the speaker who is thirsty on the stage, but the listener is dull and uninterested in the audience. Even after listening to the seminar speeches, they are often big talk and empty talk divorced from reality. Too many things to copy, too few feelings to achieve the actual effect of discussion. This single learning mode and rigid learning method inhibit the enthusiasm and enthusiasm of leading cadres in theoretical learning and affect the final effect of learning.

4. Poor learning effect and lack of practicality.

At present, in the theoretical study of leading cadres, there are some unhealthy phenomena such as going through the motions and going through the motions. A small number of leading cadres like to make superficial articles, pursue form too much, and only seek more tricks, activities and new slogans, ignoring the quality and effect of learning. They are satisfied with writing the content and system of learning on paper and hanging it on the wall, and are not good at guiding practical work with the theory they have learned, which leads to the disconnection between learning and application. At the same time, in some units, there are still a lot of phenomena of studying for theoretical study. Just using theoretical study to decorate the facade and cope with the inspection, in fact, the theory learned is completely out of touch with the work requirements, and the expected effect of guiding practice with theory can not be achieved. Leading cadres' learning theory only pays attention to one attendance rate. Every time they study, they look empty and are taking notes carefully. Actually, the class stopped and people left, and everything was fine. Some leading cadres' learning methods are rigid, and their ability to analyze and solve practical problems from books, theories and scientific theories is weak, and bookishness and dogmatism are serious, which seriously affects the learning effect.

5. The learning mechanism is imperfect and lacks binding force.

Judging from the current situation of theoretical study of leading cadres, a set of relatively perfect training, supervision and assessment mechanisms has been established, but there are still many places to be further improved in actual operation: (1) The restraint mechanism is not perfect. Under the current mechanism, theoretical study is not really included in the annual work of leading cadres for assessment, nor is it completely combined with the selection and appointment of leading cadres, which leads some leading cadres to pay attention to the relationship rather than the improvement of insulation quality. (2) The training mechanism is not perfect. At present, the phenomenon of relatively weak hardware construction in the education and training of leading cadres is widespread. Education and training only pay attention to the form, ignoring the results. Only training has no assessment, and even if there is assessment, it is only a mere formality, which will inevitably lead to the lack of effective measures to guide leading cadres to strengthen theoretical study and stimulate learning motivation. (3) The supervision mechanism is not perfect. In some specific links of strengthening the theoretical study of leading cadres, the management mechanism is not perfect enough, the binding force of the system is not big enough, and there is a lack of operable theoretical study examination, assessment, reward and punishment system. There are those who learn well and those who don't, and there are phenomena of those who learn well and those who don't. In addition, the incentive, punishment and supervision mechanisms of theoretical research also need to be further improved.

6. The learning atmosphere is weakened and there is a lack of enthusiasm.

At present, most leading cadres attach importance to learning, but the atmosphere of theoretical learning is not strong enough on the whole, and the phenomenon of not attaching importance to theoretical learning still exists to varying degrees. There is even the problem of replacing seeking truth from facts with formalism, such as replacing the knowledge and ability of cadres with high education and diploma. Among some leading cadres, there are various phenomena such as not paying attention to theoretical study and not studying deeply. Some leading cadres regard theoretical study as the requirement of leadership and organization, and have not really changed from "I want to learn" to "I want to learn". Some leading cadres are entangled in daily affairs or social activities sent to them, so they can't settle down to study. Some leading cadres have resistance to theoretical study, thinking that the economy is at the forefront now, and they can still do well without studying. At the same time, some localities and departments have seriously neglected the organization and leadership of the theoretical study of leading cadres, neither arranging deployment nor checking implementation. Some of them are just written in documents, and there is no actual concrete action. In this way, the leading cadres under their jurisdiction have neither pressure nor motivation, let alone the consciousness and enthusiasm of learning.

The above discussion is for reference only and I hope it will help you.