Over the years, our school has actively and effectively explored how to effectively improve the quality of public junior high school education, and the coping strategies mainly include the following points:
First of all, clearly establish the goal of quality management.
In our school, the connotation of quality objectives is:
First, no matter what level of students, as a teacher, you should teach them well. This good place can be improved on the original basis. Class management is like this, so is subject teaching. No matter how bad a student is, you have no reason to make him worse, otherwise it will be ineffective management or education. The students are average or excellent. As teachers, they should better develop their potential and promote their continuous success. This is the mission and value of education.
Second, any individual teacher standing on the podium should strive to be the representative of the teacher group level in this discipline, that is, individual labor must reflect collective wisdom. Our school is relatively large, with about 900 students in one grade and about 16~ 18 classes. Therefore, if we want to improve the quality of running a school on a large scale, we should not only pin our hopes on some classes, but also promote them as a whole and strive for the optimization and maximization of quality. The management of every class and the teaching of every subject should reflect the high-quality teaching process and excellent terminal level. No class or subject is allowed to hinder the development of the whole school. The whole school must work together with Qixin to build Jiangnan brand.
We have repeatedly advocated and preached the connotation of the above quality objectives among the teaching staff, which has become the consensus of the whole school and is being transformed into realistic positive educational and teaching behaviors and effects.
In order to ensure quality standards, our school has strengthened the construction of three working mechanisms. One is competition mechanism, the other is cooperation mechanism, and the third is efficiency mechanism. In the implementation of competition mechanism, elimination and reward are the main methods. In personnel management and work arrangement, strive to implement promotion and demotion within the feasible scope. The quality is not up to standard, the post of head teacher and subject teaching post of graduating class cannot be promoted, the workload has to be reduced, and some subjects have to be transferred or transferred from the teaching line. In recent years, awards have also been strengthened, mainly including: the work of class teachers, subject competitions and senior high school entrance examinations, sports work, teaching and scientific research, etc. This will gradually solve the disadvantages of doing well and not doing well. In the implementation of the cooperation mechanism, our school pays attention to establishing team spirit, overall concept and cooperation consciousness. The quality management of a school is a comprehensive management. It is definitely not only a concept of senior high school entrance examination, but also a concept of subject teaching, which permeates all aspects of the school. All the management of the school and all the behaviors in management are closely related to the overall quality of the school, so our school attaches great importance to the coordination and integration of all forces and creates an all-round quality management atmosphere. From the terminal embodiment of the senior high school entrance examination to the sanitary cleaning of the campus floor, all reflect the level of school quality management. It is in line with such quality requirements that in recent years, the school party Committee and the principal's office have led nearly 300 faculty members in the school, striving to be a responsible Jiangnan person and an accomplished Jiangnan person. In the implementation of the efficiency mechanism, we focus on promoting the idea that self-made classroom teaching is required to have quality and produce benefits within the specified teaching time. We strive to improve the efficiency of 45-minute classroom teaching and expand the proportion of teachers who can solve problems or basically solve problems within 45 minutes of classroom teaching. In recent years, the academic burden of junior high school students has been increasing, and the time spent at school or at home has been high. This situation is of course related to the current entrance examination, and we think it is also related to the uneven teaching level of teachers. There is a growing phenomenon in our school: people are more and more advocating the concept of efficiency. Teachers who are recognized and respected by teachers and students are those who don't procrastinate, don't take up extra time and are completely based on 45 minutes of classroom teaching. All grades in our school have made corresponding conventions, including that teachers are not allowed to enter the classroom at noon, foreign languages and Chinese are not taught in the morning, classes are quiet in the afternoon, and no make-up classes are made on holidays. These regulations are all based on the concept of efficiency in classroom teaching. It is very gratifying that the number of teachers who can solve or basically solve problems in 45 minutes of classroom teaching in our school is constantly expanding, including school-level leaders, middle-level cadres, teaching and research team leaders, and academic leaders. We feel that the emergence and growth of this group of teachers is a manifestation of the gradual maturity of teachers and the comprehensive improvement of classroom teaching control ability, which is very gratifying. We believe that the improvement of the efficiency mechanism will bring new growth points and greatly improve the quality of running schools.
Second, take the differences of students as teaching resources and constantly enrich classroom teaching strategies.
Under the pressure of non-public junior high schools, the quality of public junior high schools is under great pressure. Junior high school teachers should not only complete the junior high school curriculum plan, but also make up the primary school curriculum to some extent. Junior high school is different from senior high school. High school students have a general orientation after leaving the senior high school entrance examination, so parents' expectations for their children to enter colleges and universities are relatively rational, which is relatively lacking in junior high schools. Nine-year compulsory education, all students are followers, until the senior high school entrance examination to accept the first real selection and diversion. Parents' expectations of their children or parents' requirements for junior high schools chosen by their children are relatively high, which is irrational. As a result, they are dissatisfied with many public junior high schools and are unwilling to enter. Therefore, the quality of students in public junior high schools has become a very realistic problem. We should admit this reality, but we must get rid of confusion and complaints. We should learn to use students' differences to improve classroom teaching, find problems from differences, and thus promote students' personalized development. We believe that a very important task facing public junior high schools is to develop students' differentiated resources and make it a way to improve classroom teaching efficiency. To achieve this goal, we must actively explore and apply classroom teaching strategies to make it possible to develop students' differentiated resources. In this regard, we have taken the following measures:
First, facing different students, we should implement different teaching methods. Our school usually adopts three types to organize different levels of teaching: improving, improving and making up for the difference. The proportion of upgrading is about 20%, and the difference is about 30%, which is about 50% higher. To improve the quality is to fight a unified battle in the grade, concentrate our efforts and choose some teachers to be responsible. The improvement is based on students' self-study, teachers' guidance, and the implementation of the contract responsibility system for make-up lessons, which is carried out by the teachers of the original teaching class at different levels. The purpose is to let students at all levels get their places.
The second is to strengthen targeted teaching and personalized help. The key point is to strengthen the remedial work. We ask teachers in all subjects to pay special attention to those students who may fail and give them more concrete help, so that the differences and negativity formed over the years can be resolved, and a single spark can slowly start a prairie fire. The ultimate goal is for students to get the best results in exams and enter a higher-level school for further study as winners. We think this kind of education should be successful, because it can cheer students up, rebuild their learning beliefs and maintain a healthy attitude.
Third, respect students and establish a good relationship between teachers and students. The influence of good teacher-student relationship on the improvement of classroom teaching quality is far greater than general preaching and simple punishment. Therefore, we have repeatedly demanded that we should care for every student, especially protect students' personal dignity, keep corporal punishment and disguised corporal punishment away from the classroom and drop out of college. In classroom teaching, we should attach importance to students' feedback, hold regular student representative forums, sort out relevant opinions and suggestions in different categories, and make adjustments and improvements in organizing classroom teaching to promote better cooperation and cooperation between teachers and students.
Fourth, attach importance to the role of outstanding students and make them valuable educational resources of the school. Our school regularly commends a group of outstanding student pacesetters every year, which is the highest standard award for our students. So far, seven commendation activities have been held. The school publicized the deeds of outstanding students with great fanfare, held a general meeting of teachers and students for grand commendation, awarded honorary certificates and bonuses, and invited representatives from all walks of life and parents to attend the commendation meeting, educating and inspiring all students to become qualified or even excellent junior high school students with excellent typical examples around them.
Thirdly, the cultivation and construction of teaching staff is the top priority of school work.
The fundamental way to improve the quality of running a school on a large scale is to build a team of high-quality teachers. The most important job of a school or the principal's main responsibility lies in the management and training of teachers.
Generally speaking, in the management of the teaching staff of public junior high schools, first, we can't rely on heavy money to hire; Secondly, for senior high school, the level of junior high school can't attract excellent teachers' college graduates; Thirdly, because the outside world is too wonderful, the possibility of team instability often occurs. Therefore, in order to run a public junior high school well and improve the construction of teachers, we must face the reality of the existing teachers, adhere to the people-oriented thinking, give full play to each teacher's potential, provide them with a stage for performance and a platform for development, and respect, encourage and care for them in all directions. In this regard, our school strives to start from the aspects of career development, interpersonal feelings and living conditions, so as to achieve stability and cohesion and improve development. Our school has formed a group of diligent, active and accomplished teachers. Our method is as follows:
First, let famous teachers become the foundation of the school. The brand image of the school must be established by a group of brand teachers. A few years ago, we wanted to formally identify a group of school-level famous teachers through appraisal. However, after deep thinking, we feel that the generation of famous teachers can not be operated simply through appraisal. As soon as we engage in appraisal, we must exhaust the conditions, and as soon as we have the conditions, we must cover everything and be indispensable. In this way, we will encounter embarrassment in operation. In fact, famous teachers are naturally formed. Our school has shifted its focus to creating as many conditions as possible for outstanding backbone teachers. Administration, teaching control, guiding young teachers, teaching and research, leading classes, etc. We should give full play to their role and let them naturally become brand teachers in our school. Fortunately, in our school, such a group of teachers have appeared or are emerging, and they have produced a certain popularity inside and outside the school.
The second is to make teachers the masters of the school. In the process of running a school, we should strive to run a school democratically, make school affairs public, especially put respect for people in the first place, strive to achieve work support, care for life and respect for personality, inform the school of major situations in time, meet the reasonable needs of teachers as much as possible, and provide services for teachers as much as possible. In addition to the necessary rigid management, schools should maximize flexible management and self-management. We think harmony is more effective than restraint.
Third, we should strive to improve the educational and teaching ability of young teachers. In recent years, the flow of teachers has accelerated, and the proportion of young teachers under 35 has exceeded 50%. Therefore, if we want to improve the quality in a large area, we must train young teachers in a large area. We believe that the successful position of young teachers lies in the classroom, around us, not only based on themselves, but also focusing on students. This is the road to success for young teachers. In recent years, our school has continuously improved the blue project implementation plan, actively encouraged young teachers to participate in academic education and continuing education, created conditions to promote young teachers to participate in teaching and scientific research activities, especially in the arrangement of teachers' posts, paid attention to arranging or letting young teachers choose posts that can give full play to their own advantages and potentials, and at the same time gave young teachers more developmental evaluations in management evaluation, paid attention to protecting their self-esteem and persisted in promoting the development of young teachers.
The above are some management behaviors of our school aimed at all students and striving to improve the quality of running a school on a large scale. We will continue to work hard, adhere to the strategy of developing educational connotation, constantly enrich management strategies, constantly improve quality and taste, and strive to contribute more high-quality school-running achievements to the society.