Keywords:: analysis of the growth law of primary and secondary school principals
China Library Classification Number: G620 Document Identification Number: A Document Number:1672-8882 (2012) 08-085-02.
As one of the top ten star principals in China, President Li Zhuo has 48 years of teaching career and more than 20 years of working experience as a principal, and is committed to the exploration of "harmonious education". He turned a hutong primary school into a well-known school at home and abroad. At the age of 66, the government approved his glorious retirement and he became an honorary principal for life. His followers continue to practice his educational philosophy. President Li Zhuo's successful track reflects an educational law-the principal's practical education thought is a long-term educational behavior. However, in the vast areas with backward education, short-term educational behaviors abound, and people repeat things that violate the laws of education day after day. Many principals, after arduous trekking, have gained not the accumulation of ideas and the formation of styles, but the exhaustion of body and mind and professional burnout.
First, several manifestations that hinder the growth of primary and secondary school principals under the current basic education system.
1. The headmaster's "rushing by" is hard to be a "great tool"
At present, there are many factors that affect and hinder the formation of famous principals' educational thoughts, but "lifelong system" seems to have become a realistic bottleneck that cannot be ignored. After the implementation of the competition system for principals and vice principals in primary and secondary schools, the team of principals in primary and secondary schools has been changing. Some principals are just "defending principals", thinking that nothing will happen, but they want to do well in the exam. Some enterprising principals, because of their short term of office, will take office as soon as there is improvement. They can only "plant peach trees" and can't pick "peaches". The successor may not be willing to continue to "plant peach trees", perhaps "cut peach trees and plant rice." Some new principals are unfamiliar with the concept of the school and will pursue short-term interests. There is a folk rule that the headmaster will resign if he doesn't take the exam, and he will change if his school performance is not good. According to the survey, the golden age of principals should be 39-55 years old. However, due to frequent turnover, many principals of basic education schools enter a weak period after the age of 45, and it is difficult for principals to form their own educational ideas, let alone practice them.
2. The entity status of the school has not been truly reflected.
In the eastern region where education is relatively developed, almost every famous school has its own characteristics and distinct school-running ideas, which have a lot to do with the autonomy of running schools and the continuity of school-running ideas. On the other hand, in backward areas, the unit entities of basic education schools are not reflected, and there is little room for free development of running schools and limited innovation autonomy. In addition, various educational and teaching processes and evaluation systems are too unified. Every school has not developed its own school-based curriculum. School is like a drive. Everything is copied from above, pasted down and then saved, resulting in a thousand schools.
3. The headmaster's own ideological obstacles
Many principals have struggled all their lives, but they don't know what they are doing, and their thoughts are blank. The survey shows that there are two ideological obstacles for some principals in the western region to form their school-running ideas: first, they lament the environment in which they struggled to grow up and think that they are "acclimatized" and it is difficult to grow into famous principals. Second, they think that their independent space for running a school is very small, and it is difficult to use their own ideas. Over time, they gave up thinking. Over time, school leaders have formed a state of coping with things in the course of their work, and they are in a stable state of mind that they don't ask for merit but ask for nothing. Principals who can't think will not have their own school-running ideas, and it is difficult for schools to form distinctive school-running characteristics.
Second, the rational analysis of the headmaster from "debut" to "fame"
The principal's educational thought cannot be separated from his unique personal growth process, and his personality and cultural background have great influence on the formation of the principal's educational thought. Generally speaking, mature principals should have their own educational ideas, which are gradually formed by the accumulation of principals' work experience and life experience. The educational thoughts of famous principals are universal, systematic and instructive.
(A) the cultural background of the principal's personality and style of edification
Earth: childhood experience.
As the old saying goes, "When you are three years old, you will see your old age at the age of seven", and the principal's personality will more or less have the shadow of childhood. Although I received primary education in the countryside, my family is also considered a "scholarly family." My grandfather and father both like to write couplets and recite Chinese studies. I have been deeply influenced by the traditional gratitude culture in China since I was a child. Therefore, I advocate the concept of fraternity, and think that loving children is human nature, and loving students is the basic professional quality of being a principal.
2. Cornerstone: local flavor
20 10 TV documentary "going south and rushing to heaven and others" was broadcast, and I was extremely excited because the blood of heaven and others flowed in my body. According to incomplete statistics, about 6.5438+0.2 million people in Tiandeng have lived abroad for a long time. Tiandeng people have opened more than 500 restaurants in Shanghai and Beijing, more than 400 small factories in Shenzhen and Dongguan, and more than 400 hotels in Nanning. On the one hand, I am influenced by my personality characteristics, on the other hand, I am the soil for raising, and my hometown people are self-reliant and enterprising. In the practice of running a school, I have a farmer.
3. Nutrients: Educational background
Education determines the principal's knowledge structure, which affects his professional feelings. /kloc-When I was 0/5 years old, I went to Nanning to complete my normal education. After graduation, I went to Guangxi University for Nationalities, Guangxi Normal University, National School of Education Administration, Beijing Normal University and South China Normal University for training or further study, felt the educational atmosphere of different schools, and developed my own tolerant, modest and pluralistic temperament. This is the professional feeling of being a principal.
(B) About the impact of work experience on the thickness and vision of principals.
1989 joined the work, 1997 served as the principal. 10 worked in three schools, and the road to teaching was bumpy. 10 years later is relatively stable, so I have my own relatively complete thinking. In this respect, my feeling is that the relatively stable position of the principal is conducive to the practice of educational thought.
(1) accumulation: teaching practice
Excellent principals are excellent teachers first, and teaching practice is the only way for principals to grow up. I have taught Chinese classes in all years from grade three to grade three in primary school. I have been writing constantly at ordinary times, engaged in literary creation in my spare time and published some poems. Although I paid more and accomplished less, I developed myself into a "panacea" teacher through diversified pursuit. During my 23-year teaching career, I have formed a "simple, solid and true" educational style and accumulated my life values of "pursuing happy education and enjoying the happiness of education".
(2) Quantitative change: repeated training
Where do the main leaders come from? From training, from thinking, from practice. After I became the principal, I participated in various seminars many times, including 3 trips to Beijing and 5 trips to Guangxi Normal University. The biggest change is not that there are more notes full of words on the bookshelf, but because my thoughts have been baptized again and again, and many problems I think have gained insight and produced many deeper thinking. Practice has proved that repeated training plays a vital role for principals to grasp the pulse and theme of the times.
(3) qualitative change: reading internalization
If the principal's educational thought and its educational value requirements cannot be transformed into a complete system, then this educational thought is nominal, and the nominal educational thought cannot be stabilized because he has no vitality. This requires school administrators to read more books, study more, be far-sighted, go out and learn new experiences, learn from excellent principals, make friends with teachers, be a high-quality principal who pursues academics and adheres to academic charm, and lead a distinctive school-running style with his own educational philosophy. "Leading people to pay attention to educational life with culture" is a management concept accumulated after I 15 years of exploring educational management.
(4) metamorphosis: wash away the lead.
It is not difficult for a headmaster to express his school-running thoughts scientifically and reasonably, but it is not easy to present his thoughts in a personalized way through the essence of the text. The distinctive personality can better show the principal's unique views on running a school. For example, Beijing Normal University's "learning to be excellent is to be an official" embodies the personality charm of teachers; Guangxi normal university's "respecting teachers and respecting music groups"; Shi Jia Hutong Primary School in Beijing put forward the concept of "all for students and all for the future" and the concept of "building a learning organization and promoting teachers' active development" put forward by Shandong Li Xigui. Combined with the school motto and school philosophy of these famous schools, they all reflect the working principle of "educating people" and profound cultural heritage. Principals should cultivate their own language control ability, learn from the spirit of careful "deliberation" of the ancients, and strive to achieve "no surprise". "Principals should exercise their writing skills, refine their school-running ideas with witticism and economy, and show their school-running ideas.
The practice of the principal's educational thought is a long-term educational behavior. It is difficult for principals in backward areas to become famous principals, both for geographical reasons and for the "short-term effect" of education. All kinds of educational appearances seem to explain a truth: training principals must follow the growth law of principals. For the principals who have just debuted, the competent authorities should give more space and time, and don't rush to seek success; For "famous principals" who have made achievements, they can adopt flexible policies in their terms of office according to the situation, and do not have to stick to a model. How to follow the law of education, let young principals grow up as soon as possible, let "famous" principals overcome job burnout, raise the curve of secondary entrepreneurship and prolong the educational life is something that governments at all levels need to seriously consider when promoting the reform of the tenure system of principals.