Look at the weaknesses of weak schools rationally.
The biggest dilemma of weak schools is poor students. Whenever we communicate with the administrators or teachers of weak schools, they always complain endlessly about the quality of students, although they have not discriminated too much against specific students and have not given up their educational responsibilities. Complaining about students is an attitude, but admitting the status quo of students is a rationality. Indeed, everyone is willing to "teach talents in the world", but after all, there are not many talents. Therefore, the rational approach should be to objectively and scientifically analyze the characteristics of students in school, such as their learning ability, previous knowledge structure, attitude and interest towards the school and their basic orientation towards learning. Complaining about reality can only make reality need complaining more, and facing reality optimistically can make reality more optimistic. Of course, behind optimism, we need a rational attitude and scientific research.
Weak schools are weak because they lack all kinds of resources. However, do we really understand: what educational resources do we need in order to build a good school? What educational resources are needed for school development when educational resources are scarce? What effect can the school's efforts achieve? What can be supplemented by concentrating existing educational resources? When we rationally face the reality of lack of resources, we should not only strive for better conditions for running schools and more educational resources, but also consider how to allocate scarce educational resources more effectively and how to use scarce educational resources more efficiently.
The poorer people are, the more they should allocate and use wealth scientifically. It is understandable to strive for more support, but it is necessary to objectively analyze the advantages and disadvantages of students and determine the unique educational methods of the school according to their characteristics. At the same time, scientifically analyze the educational resources owned by the school and the shortage of educational resources, so as to allocate and use educational resources more efficiently and provide realistic guarantee for the school to move towards ZTE.
Weak schools should have strong development ideas.
People become poor, either because of their family background or because they have few life opportunities. However, if people obey the poor life and think that their poverty is inevitable, it will be disappointing and terrible to pin their hopes of getting rid of poverty on others or external events. The same is true of schools. Although there is no problem of ambition, there is still a problem of value orientation in the development of the school.
God helps those who help themselves. The development of weak schools should mainly rely on themselves. Only when they are strong can they win more help from others. It is an important measure for the reform of weak schools to develop themselves with the help of famous schools. Although it can improve the reputation of the school in the short term, it can also improve the quality of students with the help of famous brands and attract some excellent teachers to join. Long-term observation of such schools is not difficult to find that this method can not really lead the weak schools to break through. At present, famous schools prevail in Jiangsu and Zhejiang provinces, and weak schools are renamed as affiliated schools or branch schools of a famous school, which are supported by the management resources and human resources of famous schools. In my opinion, this method has obvious short-term effect, but at the same time, it also makes such weak schools fall into the predicament of "weak schools" forever, because schools often lose their purpose of running schools because of marriage with famous schools.
Even with external support, it is impossible to obtain excess educational resources by waiting, relying and demanding. Although the administrative department of education holds a large number of educational resources, the basic principle of allocating educational resources to schools is not "pity and sympathy", but the hope that the resources allocated to schools can produce the greatest educational effect. Therefore, improving the efficiency of the use of educational resources and making yourself enjoy a high reputation in similar schools means that you can gradually win more resources by virtue of the educational strength of the school.
In the case of limited educational resources, whether the school consumes educational resources at will or continues to use the limited educational resources in the educational process has become a difficult problem for school decision makers. Given the limited educational resources, should we continue to support teachers' learning and training and continue to run various extracurricular activities, or should we use the limited educational resources for teachers' welfare and the improvement of school office conditions? In the process of school development, should teachers' teaching power or students' learning motivation be emphasized more? For weak schools, especially those lacking in educational resources, we should concentrate resources to help students, improve their learning enthusiasm through stimulating their learning motivation, promote the acquisition of academic achievements through improving their enthusiasm, stimulate teachers' teaching confidence through the acquisition of academic achievements, improve the quality of school education through improving teachers' teaching confidence, and win more educational resources through improving the quality of school education, so as to finally get rid of the school's predicament in educational resources. Therefore, the weaker the school is and the less resources it lacks, the more necessary it is to allocate resources to students and teaching, instead of using educational resources for the current consumption of teachers and schools.
The Breakthrough Road from "Weak" to "Excellent"
Every school wants to be a famous school, but for most weak schools, the possibility of becoming a famous school is extremely low. A more practical goal in the short term is to become an "excellent" weak school. Famous schools are not the future of weak schools, and "excellent" weak schools are the real destination of weak schools. Just as Kou Middle School failed to become a Shanghai Middle School, it is difficult for a middle school to become a Jinling Middle School. Both oral schools and secondary schools can only become the benchmark schools among the weak schools at present, so they enjoy a good reputation and win more abundant educational resources.
Then, how can weak schools become "excellent" weak schools? When we carefully analyze the success of middle schools and oral schools, naturally, their action strategies are scientific, and everyone can learn from this success. The question is whether we want to learn or not, and dare to learn.
For weak schools, a sense of crisis is the first step towards Excellence. For an already excellent school, opportunity may be the first step towards Excellence. But for weak schools, the probability of getting opportunities is very low, but the crisis is always urgent. Although most schools face crisis from time to time, school administrators, especially school teachers, have no sense of crisis, which has become a difficult problem for weak schools. In fact, when we study middle schools and oral schools, we will find that before its glory, Yang Si Middle School was a typical "third-rate school", consisting of third-rate hardware, third-rate teachers and third-rate students. When President Cui Qisheng went to Kou Middle School, the education administrative department even planned to merge the schools. I dare not say that the "sense of crisis" of these two schools gave birth to today's middle schools and oral middle schools, but without this "sense of crisis", they would never be today.
For weak schools, stimulating students' enthusiasm and autonomy in learning is the second step towards Excellence. The educational resources of weak schools are scarce, but one thing is fair to all schools, and that is students' feelings about learning. Weak schools may lack funds for running schools and excellent teachers, but there is no shortage of students' rich emotional life. Therefore, this can be the cornerstone of the school from weak to excellent. Therefore, we adopt all teaching strategies that are conducive to stimulating students' learning enthusiasm and autonomy, and we give up all teaching strategies that are not conducive to stimulating students' learning enthusiasm and autonomy. Before the reform of oral middle school, although the teacher spoke very hard, the students were very boring, so the principal Cui Qisheng resolutely implemented the practice of "10 plus 35" in the school, requiring the teacher to speak only 10 minutes in class, and the rest time was used to arouse the students' learning enthusiasm and cultivate their learning autonomy. Coincidentally, Yang Si middle schools also advocate "learning before teaching", which makes teachers retreat from the "front line" of cramming in the past and act as "staff officers" and "consultants" for students to study, think, discuss and answer questions by themselves.
For weak schools, school management innovation is the third step towards Excellence and the basic guarantee for completing the whole process. School management is not only the supervision of school daily work, but also the rational allocation and reorganization of school educational resources. The more scientific the educational resource allocation scheme is, the better the implementation effect will be. The more ineffective the resource allocation scheme is, the worse the effect will be. Therefore, school administrators should first review and optimize the current school resource allocation scheme, and after establishing a new school resource allocation scheme and development plan, they need to persevere and bravely defend and implement it.