Teaching should not only let students master the conclusion of knowledge, but also let students know the process of knowledge occurrence and development. In teaching, teachers should be good at creating inquiry situations, inducing students to operate by themselves, observing with their eyes, thinking with their brains and expressing with their mouths, so as to gain the harvest of explorers, the joy of discoverers and the joy of winners. Rogers, an American psychologist, pointed out that teachers should take it as their responsibility to form a good classroom psychological atmosphere and let students participate more fully and enthusiastically in the whole teaching process.
How to improve the teaching quality of weak schools? Principals of weak rural schools have to face many practical problems, such as relatively biased school orientation, poor quality of students, unreasonable teacher structure, low classroom teaching efficiency, imperfect school management system, relatively backward school construction and so on. How can the principals of weak rural schools manage their schools well and promote their development in the current educational situation and environment? As a principal, we should recognize our actual situation, correct our thinking, go into our inner world, and constantly improve our quality in practice. School management should approach teachers, rely on emotional guidance, standardize from the system, rely on humanistic care, start from small things and start from details. The headmaster should take the classroom as the main position and look for a breakthrough. It is necessary to enter the classroom, find out the problems existing in the school management system in classroom teaching, and seek the characteristics and direction of running a school in classroom teaching. Discover and cultivate talents in classroom teaching. We should strive to explore the campus culture of the school and do a good job in the construction of campus culture. It is necessary to publicize the good practices of the school through different channels, arouse the concern of the society, make the school recognized by the society, and promote the development of the school and the principal themselves.
Keywords: principal quality system, management, humanistic care class development
Text:
Most principals of weak rural schools are faced with small scale, wide coverage, few students, unreasonable teacher structure and relatively backward school construction. However, no matter how difficult the school conditions are, how can a school principal do his job well and find a development path suitable for rural schools so that local children can enjoy a better education? Combined with the actual situation of our school, the author thinks that we can think and improve from the following aspects.
First, walk into yourself. That is to correct your own thoughts, recognize your actual situation, and let yourself have a strong sense of mission. Through continuous study and training, I can enrich and improve my personality, knowledge, management and development quality. The author believes that as an ordinary rural school principal, he is faced with the most basic farmers' friends and their children, and with simple rural teachers. Our school-running philosophy and working ideas objectively reflect our educational implementation level to some extent. The principal's work style will affect the overall image of the school, and the principal has a great responsibility. Don't lower your work standards and requirements just because the school is small in scale, located slightly, with few students, poor students' overall level, difficult conditions for running a school and low parents' overall knowledge level. Children of farmers are also children, and schools in rural areas are also schools. According to the actual situation of the school, the headmaster should do his best to carry out all the work of the school, so as not to give up, let the school teachers give full play to their abilities and try not to let a child fall behind.
Second, get close to the teacher. That is, in school management, emotional guidance is the mainstay. Caring for teachers, starting from small things and starting from details. The key to school development lies in teachers. To develop rural teachers, one is to standardize the system, the other is to care for more people.
The formulation of school system should be based on the development of teachers, not restricting them. Teachers' behavior needs to be regulated by formulation, and principals need to lead with emotion. Pay more attention to teachers' work and life, especially in primary schools, pay less attention to preaching and pay more attention to feelings. There are only a dozen or twenty teachers in general schools, so it is impossible to make principles for everything, especially for some older teachers, which may also affect the relationship between cadres and the masses. Therefore, we can't apply the problem mechanically. For example, on the issue of teachers' leave in rural areas, there are many customs and habits in rural areas. It turns out that some old teachers have to take a lot of leave because of busy farming or weddings of relatives, friends and neighbors. As a school, teachers can be approved on the premise of humanization. Teachers have no special jobs, but teachers should also understand that we are not farmers, but teachers. The primary job of teachers is to teach and educate people. Teachers also understand and support my point of view. Over the past year, the number of teachers who have taken leave for the above reasons has obviously decreased, and teachers' consciousness has become stronger and stronger. I think it is much better to guide the teacher emotionally than to say, "How about you, how many points I will deduct from you, and how much I will deduct from you", and the teacher is more willing to accept it.
Treat teachers with less coercion and more respect; Less restrictions, more humanity. In the work, we should be strict with ourselves in treating old teachers and young teachers, live in harmony and develop together. It is necessary to create a "home" for teachers and let them feel the warmth of home everywhere. Often go to the teacher and strive for a spiritual closeness. Pay more attention to their lives and listen to their voices. Solve the problems in their life and work from the details. At the beginning of school, all the teachers put on new desks, and in summer, electric fans were installed for the teachers. The weather above 33 degrees forced them to work in air-conditioned multimedia classrooms. Caring about the marriage problems of older young people and trying to find something for them; Pay attention to difficult teachers, visit them regularly and send them to school "home" to take care of them. Squeeze out the activity funds from the limited funds of the school and organize teachers to go out to play. The majority of teachers are close to your heart and agree with you, and your work will be carried out easily.
Third, walk into the classroom. The life of a school lies in the classroom. The key to school development is to improve the efficiency and quality of classroom teaching. In the internal management of rural schools, unlike urban schools, leaders in charge are specialized. Therefore, as a rural primary school principal, the most effective shortcut to in-depth teaching management is to enter the classroom. Take the lecture notebook, walk into the teacher's classroom kindly, listen to the class with the eyes of managers, and explore hidden school management problems through classroom teaching phenomena, so as to provide first-hand real basis for gradually improving the school management level.
1. When the headmaster enters the classroom, he can find the problems existing in the school management system in classroom teaching. Principals don't have to analyze teaching phenomena and laws in depth like researchers, but through classroom teaching phenomena, we can certainly find out which teaching management systems in schools are reasonable and which need to be improved. For example, if the headmaster walks into the teacher's classroom without saying hello, you can find out which teachers have made full preparations before class and which teachers embody the idea of curriculum reform. Are students' behavior habits in class conducive to their future study and growth? After the implementation of the new round of curriculum reform, what changes have taken place in the classroom of village-level school teachers, and is it significant? Only after attending the class can the principal take all these into account and the teaching management system of the school can be further improved.
2. When the headmaster enters the classroom, he can seek the characteristics and direction of running a school in classroom teaching. If a school doesn't have any characteristics and clear direction from the outside, it is not a successful school, and the principal must not be a successful principal. So what the headmaster has to think about every day is how to embody the characteristics of our school. Especially in rural schools, it is more difficult to get their own school-running characteristics and ideas recognized by others. Then, as the main position of school education, whether the classroom can provide more thinking space for the principal depends on how the principal finds it in the classroom.
3. When the headmaster walks into the classroom, he can find and cultivate talents in classroom teaching. An excellent teacher must succeed in class. Successful teachers in the future must also be polished in the classroom. If the headmaster wants to find these successful people, he has to walk into the teacher's classroom. At the same time, only in the classroom can the headmaster see the professional ability and personality characteristics of teachers more clearly, so as to effectively adjust the post according to the characteristics of teachers and realize the optimal combination of teachers. Only in this way can we adjust the teaching management direction of the school more effectively.
Fourth, move towards development.
1. Form your own unique campus culture. "The greatest poverty is not material poverty, but conceptual poverty." A school, regardless of its size and history, has a campus culture rooted in the depths of the school. School culture is the soul of the school, and school culture construction is the eternal theme of school development. What the school is afraid of is that there is no culture, and what is even more afraid is that there is no principal who can discover the school culture. More importantly, rural primary school principals should explore and develop this cultural connotation with a keen eye, and quickly refine and publicize the core cultural concept of school development that grows from the roots of the school. A good cultural atmosphere can make people think alike and pursue lofty goals together. The headmaster should realize the transformation of school culture construction from unconscious to conscious, and take school culture construction as the basic work.
2. Build a bridge to communicate with the outside world through publicity reports. The location of rural primary schools is partial, with relatively few superior leaders coming, few school teachers going out, and the information is relatively blocked. So how can we find ways to let the society know more about the school and pay attention to its development? That's propaganda. Let leaders pay attention to and understand the school through publicity reports. Provide more space for the development of the school. It is necessary to let the society have a sense of identity with the school through reports. Let parents know about the changes taking place in the school through reports. Therefore, rural primary school principals should pay more attention to the school's external publicity, not only to do their jobs in a down-to-earth manner, but also to do publicity generously. As the headmaster of a rural primary school, due to the limitation of objective conditions at work, many things cannot be done by others. If you want to be a good headmaster of an ordinary rural school, you must endure loneliness and take root in the countryside. Strengthen study at work, be diligent in reflection, be good at summing up and innovate constantly. Think more about the development of the school, turn thinking into action, turn action into results, and promote your continuous development in the process.
Reflections on how to improve the quality of School teaching (English: school) is an organization that carries out systematic educational activities in a planned and organized way. The name originated in the Republic of China. School education is a purposeful, systematic and organized social activity carried out by full-time staff and specialized institutions, and its direct goal is to influence the physical and mental development of educated school educators. School education is a concept opposite to social education, which refers to all kinds of educational activities accepted by the educated in various schools and is an important part of the education system. Generally speaking, school education includes primary education, secondary education and higher education. Schools are mainly divided into four types: kindergartens, primary schools, middle schools and universities. How can weak schools improve the quality of education and teaching? Principals of weak rural schools have to face many practical problems, such as relatively biased school orientation, poor quality of students, unreasonable teacher structure, low classroom teaching efficiency, imperfect school management system, relatively backward school construction and so on. How can the principals of weak rural schools manage their schools well and promote their development in the current educational situation and environment? As a principal, we should recognize our actual situation, correct our thinking, go into our inner world, and constantly improve our quality in practice. School management should approach teachers, rely on emotional guidance, standardize from the system, rely on humanistic care, start from small things and start from details. The headmaster should take the classroom as the main position and look for a breakthrough. It is necessary to enter the classroom, find out the problems existing in the school management system in classroom teaching, and seek the characteristics and direction of running a school in classroom teaching. Discover and cultivate talents in classroom teaching. We should strive to explore the campus culture of the school and do a good job in the construction of campus culture. It is necessary to publicize the good practices of the school through different channels, arouse the concern of the society, make the school recognized by the society, and promote the development of the school and the principal themselves.
Reflections on how to improve the quality of school teaching 1, and do a good job in the usual teaching routine management.
2. Pay attention to the training of teachers.
3. Form an intelligent team.
How to improve the teaching quality of "weak schools" in a short time? Treat teachers with less coercion and more respect; Less restrictions, more humanity. In the work, we should be strict with ourselves in treating old teachers and young teachers, live in harmony and develop together. It is necessary to create a "home" for teachers and let them feel the warmth of home everywhere. Often go to the teacher and strive for a spiritual closeness. Pay more attention to their lives.
What are the bottlenecks in the poor quality of education and teaching in rural schools? How to solve this problem is very professional.
There are bottlenecks, and the specific situation needs specific analysis.
If you don't understand, look online.
There may be some reference.
What is the quality of teaching in the school? 1. Why do you want to analyze test scores? Examination quality analysis is a basic teaching work. Through careful quality analysis, we can master the teaching situation in a period of time, including teachers' own situation, including students' understanding, mastery and application, so as to adjust and improve teaching objectives, teaching contents, teaching methods and teaching processes scientifically, reasonably and accurately, improve teaching efficiency and obtain rich "information sources". Teaching detection has two functions, one is evaluation and the other is diagnosis. Examination quality analysis embodies the diagnostic function of examination. For example, a teacher is like a doctor. The exam is a student's physical examination, and the result is an X-ray film, a CT report and a laboratory sheet. Teachers need to make a comprehensive, in-depth and meticulous analysis based on these materials, find the corresponding problem-solving strategies, and finally prescribe a good prescription. The so-called comprehensive is to have an overall grasp of the school and the class. The so-called in-depth, that is, not just stay on some statistical data, but look at the essence through the phenomenon, understand the key, and grasp the key. The so-called fine, is to emphasize case analysis, every student should exhaust possible factors, so as to have a well-thought-out plan; It not only explains the score, but also describes the reasons for diagnosis and traceability. Therefore, it is necessary to analyze the examination quality. Second, how to hold a good performance analysis meeting? (1) Analysis of teachers' teaching self-quality. The purpose of teaching quality analysis is to objectively evaluate the current situation of teaching and learning, and affirm achievements and effective practices; Find out the problems, find out the reasons and formulate scientific and feasible improvement measures. However, in quality analysis, some teachers often put problems on students: poor foundation, lack of seriousness, lack of attention, partiality, lack of effort ... Let teachers discuss several issues: First, from the subjective wishes of students, how many students don't want to study hard and do well in exams? Second, are students really tired of learning? Third, what is the reason for the phenomenon of partiality? Why are some students interested in certain subjects and study hard? Fourth, there are differences in students' thinking ability, whether some students are born unable to learn and so on. Through the discussion of these problems, teachers realize that if the student-oriented concept is truly established, then all kinds of problems existing in students' learning are teachers' problems, that is to say, students' problems are caused by teachers and students' problems are solved by teachers themselves. Unified the understanding of teaching quality analysis and changed the concept. In the process of quality analysis, teachers can look at problems objectively, look for reasons subjectively, and regard every teaching quality analysis as a help to themselves, a self-summary, and a self-improvement, so they are serious and willing to conduct quality analysis. The self-quality analysis of teachers' teaching can include: test analysis-including the coverage of knowledge points; Difficulty; Test question structure; Question quantity; Innovation and times, etc. Analysis of learning situation-including the mastery of various knowledge points; A summary of the problem and the extent of the problem; Students' innovative performance, etc. Teaching analysis-including reflection on teachers' teaching situation; Teaching mistakes; Knowledge error, etc. Pay attention to learning situation and teaching analysis. In this process, teachers are encouraged to adopt two-way information collection and two-way quality analysis, that is, teacher analysis and student analysis; Comprehensive analysis of knowledge block, ability layer and student level; Analysis of learning links and non-intelligence factors. Teachers in various disciplines classify the questions in the test paper according to knowledge, and count the gain-loss ratio of students at all levels in various knowledge categories. This is an analysis. Another analysis is to classify the content of test questions according to the ability of memory, understanding, application and analysis, and count the gain-loss ratio of students at all levels of ability. Finally, teachers of all disciplines conduct two-way quality analysis to find out the problems in teaching. Then, according to the requirements of the Academic Affairs Office and the data of two-way analysis, make a summary of teaching self-evaluation, write out the problems existing in the teaching process and the causes of the problems, and formulate corresponding measures. Students' self-analysis also adopts two-way analysis (more suitable for senior students): first, self-analysis and evaluation are carried out according to the five links of learning, namely preview, lecture, homework, review and summary; Secondly, according to the gains and losses of each subject, self-analysis and evaluation are carried out from the aspects of learning attitude, learning methods and time arrangement. Then fill in the comprehensive analysis table of test scores, find out the problems existing in the learning process and the causes of the problems, and formulate corresponding learning measures. (2) The procedure and content of the school quality analysis meeting. The first is the quality analysis of the project leader. 1. Department leaders or grade leaders at the corresponding level will make a speech on the examination situation and follow-up measures at the meeting. (or the leader of the teaching and research group will speak at the meeting on the testing situation and follow-up measures of this discipline). The analysis of the teaching quality of the project leader includes the following aspects: (1) analysis of making teaching plans, (2) analysis of preparing lessons, (3) analysis of attending classes, (4) analysis of homework, (5) analysis of tutoring, (6) analysis of exams, (7) analysis of extracurricular activities, and (8) existing problems and improvement measures. When analyzing, we should use real language, accurate figures and scientific evaluation methods to analyze achievements and problems. This piece of content can also increase the class situation analysis report of individual class teachers. Second, the quality analysis of department directors is the main content of the examination quality analysis meeting. Mainly includes the following three aspects: 1. Analysis of this exam: After carefully analyzing the relevant materials, you can print out the corresponding materials and forms. 2. Teaching reflection: several questions can be raised, such as: how to improve students' learning efficiency; How to pay attention to key points and test sites; How to improve students' ability to master knowledge and so on. Pay attention to all kinds of students' problems: top students, critical students and potential students: pay attention to the problems in teachers' classroom teaching, and analyze the problems concretely. Measures to improve teaching: Measures should be specific, emphasizing operability and detectability. Students' psychological counseling and guidance on learning methods; Students, mentality, morale, etc. 3. The basic ideas of subject teaching in the future work direction are as follows: ① Strengthen research and make clear the direction. Grasp the curriculum standards, deeply understand and accurately grasp the concepts, concepts and contents of the new curriculum standards. In-depth study of curriculum standards, grasp the requirements of knowledge points and the goals to be achieved, and conscientiously complete the teaching tasks at all stages. (2) Pay attention to the foundation, be diligent and concise. In teaching, we should pay attention to the teaching and training of basic knowledge, and we can train strictly for many times to lay a solid foundation. (3) Strengthen training, check and fill gaps, and improve ability. (4) classified guidance, hierarchical counseling and individual counseling. Late teaching management. ① Strengthen the management of students' non-intelligence factors. Do a good job in the management of the three types of students, investigate the potential students in the class, understand the ideological situation of these students, understand the guidance of teachers, understand their problems and difficulties in study, life and psychology, and adopt strict educational management and meticulous ideological guidance to educate them. ② Improve school-based teaching and research and strengthen collective lesson preparation. ③ Do a good job in daily teaching management. (4) put forward the specific goals of each class and subject in the future (3) summarize the principals in charge. The teaching director works under the leadership of the principal in charge, and the quality analysis meeting is finally summarized by the principal in charge. Third, do a good job in relevant communication 1. Leaders talk to some teachers alone; Teachers exchange between grades and disciplines, guide and promote teachers' teaching work (before the meeting). 2. If necessary, we should hold a parent-teacher conference-instruct parents how to educate their children and ask for their opinions. To further improve the teaching effect through home-school cooperation. At the quality analysis meeting (after the meeting), the analysis of teaching quality focuses on the analysis process, self-knowledge and self-evaluation. Through the horizontal comparison and vertical quality tracking of test scores, we can find out the gaps and existing problems, take corresponding measures in time, strengthen teachers' sense of responsibility and quality, and try our best to improve the grades on the original basis. In the limited teaching time in the future, we should optimize teaching, improve teaching management, check leaks and fill vacancies, and improve teaching quality in an all-round way. Through such teaching quality analysis, the most prominent role is that every teacher can know himself in the process of analysis, thus changing his teaching concept and evaluating himself reasonably.
I hope I can help you.
How to evaluate the quality of school teaching, whether students' works, employment rate and curriculum keep pace with the times, the level of teachers, classroom atmosphere, student feedback and word of mouth.
What's the quality of teaching in Jimmy's school? The quality of teaching in Jimmy's school is quite reliable. The school adopts the directional training mode, focusing on the cultivation of vocational skills, commercialization and practicality. Over the years, Jimmy's school has done makeup modeling for many stars, covering all previous model competitions and various large-scale parties.