Educational values are the core concepts that guide, dominate and evaluate educational behavior and effectiveness, and play a profound guiding role in the whole educational activities, directly affecting the purpose, content, form and method of education, and of course directly determining the results of education. The values of school education are an important basis for making educational development plans, determining training objectives and educational contents, and also the starting point for developing education and the basis for educational reform. The values of school education are education to improve people's quality and education to meet the needs of society. Its ultimate goal is to realize the overall improvement of national quality and promote people's self-improvement and development. Improving national quality is the core of basic education values, and the teaching content, curriculum system, teaching ideas and thoughts, teaching methods and evaluation index system of primary and secondary schools must obey this core content. Suhomlinski said: "The principal's leadership is first of all the leadership of educational thought, and then the administrative leadership." As the highest decision-maker and manager of the school, the principal plays a vital leading role in the formation and transformation of the school's educational values. The principal's educational values often determine the school's educational philosophy, style and characteristics, and also affect the creation of school material culture, the formation of education system and the cultivation of school spirit to a great extent. At all times and in all countries, excellent principals and real educators play a leading, exemplary and cohesive role in understanding and grasping the values of school education. They can and are good at taking value leadership as an important way of leadership, consciously or unconsciously applying the art of value leadership in school daily management, leading the reform of school educational values and becoming the interpreters, promoters, incarnators and defenders of school educational values. First, establish Scientific Outlook on Development Thought. As an interpreter of school educational values, there is a serious distortion of educational values in the current society, which is reflected in some schools, that is, they are eager for quick success and instant benefits, paying only attention to immediate interests and benefits, and rarely taking into account the diversified needs of national development for all kinds of talents. Therefore, scores and enrollment rate have become the main indicators pursued by some education management departments and schools, and thus ignore the educational laws and sacrifice the time and health of teachers and students. The existence of such educational values does cater to the social psychology and some existing evaluation methods to a certain extent, but it seriously distorts the mission and responsibility of the school. Establishing Scientific Outlook on Development and building a harmonious socialist society are important ideas to guide the healthy and scientific development of economy and society. School education should consciously adapt to the requirements of scientific development and harmonious development, and serve economic and social development and harmonious society construction. We should guide our school education along a healthy track by consciously rebuilding a solid educational value. Correct educational values are based on basic human values and mainstream social values. Have a high degree of consistency with them. Quality-oriented education embodies the basic value consensus of human beings and the modern educational concept required by the mainstream values of society. It contains rich value connotations such as people-oriented, harmonious development, independent development, lifelong learning and making every child successful, which should be accurately understood and practiced. Today, with the profound social transformation and deepening education reform in China, the headmaster should lead the reform of school education values. Establishing one's own educational values is the premise and foundation to lead the transformation of school educational values. It requires principals to constantly strengthen their sense of value and form their own educational values through study and practice. First of all, principals should learn the basic meaning and social significance of important value domains through continuous learning, master the main contents of value theory, educational value theory and value education theory, systematically and profoundly understand the value connotation of school leaders under the background of social transformation, understand the core position of value leadership in school leadership style, and grasp the internal relationship between value construction and school culture construction. Secondly, principals should firmly grasp people's basic values, such as honesty, rationality, freedom, justice, responsibility, cooperation, peace, tolerance, unity, happiness and equality. If the principal is good at embodying these basic human values in his daily speech, behavior and system in the process of school management, then he can win the support, understanding and appreciation of teachers and students. Third, principals should be open-minded, fully understand the great changes that have taken place in the international community, especially in China, as well as the challenges and requirements that such changes have brought to school education, and systematically grasp and deeply understand the mainstream values of society. At present, China's mainstream values or core values are: the guiding ideology of Marxism, the common ideal of Socialism with Chinese characteristics, and the nation with patriotism as its core.

The spirit of the second issue of Journal of Changchun Institute of Education 20 10, the spirit of the times with reform and innovation as the core, and the socialist concept of honor and disgrace. As a principal, we should have a systematic understanding and profound understanding of these social mainstream values, which is not only the political responsibility of the principal, but also the objective requirement for the principal to lead the reform of the educational values of the whole school, and it is also an important condition for guiding and reshaping the values of teachers and students. Only in this way can the headmaster grasp the development direction and pace of the school, ensure that the management of the whole school will never fall behind, and at the same time guide and standardize the conflicts and deviations of teachers' values brought about by social changes, so that the school can always stand at the forefront of reform and cultivate more outstanding talents. Second, strengthen training and raise awareness. As a promoter of school education values, he is faced with the temptation of his own career and practical interests. If teachers don't have correct values and can't understand that the development and change of mainstream society will be accompanied by the diversification of economic values, they will slack off or unconsciously fight against work, think that work is meaningless, doubt their own life value, and lose their ideals and pursuits. If all the teachers in the school have no ideals and pursuits, their enthusiasm, initiative and cooperation with others will decline or even disappear, and the school will have no motivation to move forward and will lose its way in the educational reform. Therefore, the key to cultivating talents in schools lies in teachers, whose quality determines the quality of education, while the core of teachers' quality is their educational values, and correct educational values are the premise for teachers to fulfill their bounden duty of teaching and educating people. Just like this, through teacher training at all levels, especially school-based training, it is particularly prominent for all teachers to raise their awareness, clarify the value principles adhered to in all school work and the value vision of school development, and form correct educational values. Therefore, school-based training is an effective means for principals to lead the transformation of school teaching values. Through school-based training, help teachers to establish a correct professional outlook and establish the idea that teaching and educating people is related to national rejuvenation, the quality of personnel training and the process of national construction; Through training, we should establish a correct view of students, put people first, think about the development of students, focus on the development of all students, and lay the foundation for their lifelong development, and realize that our role is not only reflected in the transmission of knowledge. It should be the instructor of students' personality formation, interest cultivation and physical and mental health; Through training, establish a correct view of teaching materials, do not blindly follow the book, deal with teaching materials flexibly, and encourage students to be more than just teaching materials. Not only authority, but also encourage students to question and ask questions. Moreover, establishing an equal and open space for value discussion is an indispensable means for principals to lead the reform of educational values. In the process of leading the transformation of school educational values, principals may encounter differences and conflicts between different values. Faced with this situation, principals should not simply use personal authority or administrative power to solve problems, but should establish an equal and open value discussion space to encourage teachers and students to exchange and discuss different values, especially educational values. In this process, we should define everyone's value orientation, seek the basic value consensus, and refine the correct school education values. If there is no such space for communication and discussion, the headmaster will lose the opportunity of value recognition, and there will be no value guidance and integration. In an equal and open value discussion space, the values that principals or schools believe in and pursue can be fully publicized, explained and tested, so as to continuously enrich and deepen. Third, lead the curriculum to create culture. As the will of the country, curriculum embodies the values of school education, defines the direction of school education and teaching, and is the soul of all school work. As a concentrated expression of school values, curriculum should be implemented not only in the classroom teaching of the new curriculum, but also in the whole process and all aspects of the implementation of the new curriculum. Therefore, the choice and leadership of a school principal is the key to shaping the educational values of this school. "In the new curriculum practice, curriculum leadership is the principal's indispensable role recognition and the concentrated expression of the principal's role." Jiang Dunjie believes that the new curriculum will reduce the decision-making power of the curriculum, and the principal's curriculum leadership role will be more prominent. The new curriculum not only gives principals the power of curriculum leadership, but also gives them the responsibility of curriculum leadership. Once the school enters the curriculum reform, the stable state characterized by convention is broken, and people will soon have a strong demand for leaders. The curriculum reform of basic education will focus on cultivating students' emotions, attitudes and values, and bring them into the three-dimensional target system of the new curriculum. The new round of basic education curriculum reform has changed the tendency that the curriculum pays too much attention to imparting knowledge, emphasizing the formation of a proactive learning attitude, making the process of acquiring basic knowledge and basic skills a process of learning and forming correct values at the same time, paying attention to students' overall personality and individual differences, and making every student fully developed. Therefore, principals should become propagandists, leaders and organizers of the new curriculum reform practice, make unified leadership and arrangements for the curriculum reform, scientifically and objectively formulate the objectives, plans and evaluation criteria of the school curriculum reform, and actively promote the opening of new courses. In this process, the principal should go deep into the classroom, approach the students and integrate into the teacher group. In equal discussion with teachers, he can understand teachers' viewpoints and qualities, as well as the problems and dilemmas they face, and jointly explore the best way to use the new curriculum and the effective ways to improve the teaching efficiency of the curriculum, so as to give timely guidance and help. At the same time, the headmaster should also pay attention to strengthening the hardware and software construction of the school, introducing equipment, building a campus network, providing teaching materials for teachers, helping teachers improve their scientific research ability, and providing opportunities for each teacher to show their talents and give full play to their talents. The principal's role in leading the transformation of school values should not be underestimated. Campus culture is not only the precipitation of history, but also the Wan Fang materials of the school.

The development theme of the second issue of Journal of Changchun Institute of Education in 20 10 is an important carrier of school values. Because. Creating a good campus culture is the only way for principals to lead the transformation of school values, and creating a new campus culture from the transformation of values is the fundamental driving force for school development. Because campus culture shows the humanistic characteristics and spiritual outlook of this school's educational values. Practice has proved that different campus cultures have different judgments, different attitudes and different behavior choices. Campus culture is the sum of the value system, code of conduct and common ideological functions formed within the school and assimilated by its members. It is the unique way of life and thinking of school members living in it, and it is the foundation and motivation to support the existence and development of the school. Among them, the educational values of the school, that is, the value pursuit of all faculty members, play a decisive role. It is the spiritual fulcrum that affects the teaching activities of teachers and students in schools, and it is the inherent meaning of all behaviors. Campus culture not only includes school buildings, environment, greening, signs, etc. It also includes the history, school philosophy, system, school spirit, study style, teacher-student relationship and so on. It is the embodiment of the comprehensive quality and competitiveness of a school. It is invisible and intangible, but it has great cohesion, driving force and vitality. When building campus culture and leading the change of school values, principals should pay attention to building an advanced cultural system. The principal's school-running thoughts and values are the soul of the school and lead the development direction of the school. According to the situation of the school, the headmaster must constantly form a modern and personalized school-running ideological system that reflects the national education policy. The second is to give full play to the principal's core role in the construction of campus culture. The principal's educational concept and value orientation are embodied by the construction of the physical and spiritual environment on campus, and the ultimate goal of school culture construction is to create an atmosphere. In order to cultivate teachers' and students' sentiment, shape healthy personality and improve teachers' and students' quality in an all-round way. Good campus material and cultural construction can make teachers and students feel happy, at the same time, it can also play a role in cultivating sentiment, and can also lead teachers and students' life value orientation and inspire people to forge ahead. But the core of campus culture is people's value judgments and their attitudes and ways of doing things. Therefore, in essence, campus culture is actually the established knowledge, views and inner orientation formed by teachers in the long-term work, life and work of specific groups in schools, and is constantly strengthened through relevant real information. The principal's task is to create an attitude that supports the pursuit of efficiency and value in every job. With poetic and touching language, he integrated personal values and the common vision of the school, condensed the vision of all members of the school, expressed the core soul of the school, and made this overall vision a leader of the school culture, guiding and standardizing the attitude and behavior of every member of the school. The headmaster must also be good at translating the values and working ideas of running a school into the practice of various educational activities in the school, forming norms in leading educational and teaching activities, especially guiding all teachers (including employees) to consciously implement them and become their conscious behavior. Fourth, improve the system and mechanism. As the guardian of the school's educational values, the school's rules and regulations are the guarantee for the school's activities, the guidelines for the work of all teaching staff, and an important factor leading the growth of teachers. Under the background of the new curriculum reform, principals must lead school administrators to formulate strict, scientific and reasonable school system to guide teachers, with the system as the guarantee and the system as the constraint, to support and protect the formed school educational values and promote the realization of school values. School system is the code of conduct and norms of school organizations for their internal members. In a sense, the school system has legal significance and functions within the school scope, and principals should fully understand this. Without rules, Fiona Fang cannot be established. The perfection of school system is the basic guarantee to mobilize teachers and students to participate in school management and actively participate in school work. Without system construction, it is undoubtedly empty talk to make the formed school education values have a long-term impact. Only by constantly improving the school's system and operating mechanism can schools truly implement the quality education theory of "paying attention to students' all-round development" and "people's sustainable development" advocated by the correct school education values. In the process of perfecting and perfecting the construction of school system culture, the headmaster should infiltrate Scientific Outlook on Development's thought with the concept of development, so that the teachers can play freely in the space constrained by the school system, entertain and entertain, and dare to struggle, compete harmoniously and make progress fairly on the platform of observing the standards of school system culture construction; Make students consciously regulate and restrain their behavior under the constraints of the school system, and let the ideological steed run on the Yuan Ye provided by the school system, and be studious and diligent. System guidance is an open directional guidance. The change of teachers' educational concept, the improvement of their professional level and the strengthening of their management ability require not only the institutional guarantee, but also the introduction of flexible incentive mechanism, competition mechanism, supervision mechanism and target management mechanism, so as to lead teachers to struggle towards school development goals and personal development goals. For example, in the recruitment of new teachers, professional title evaluation, bonus distribution, excellent teacher selection and other work involving the immediate interests of the whole school, the principal should publicly clarify the value principles that must be adhered to in the distribution of benefits, and maintain the implementation and implementation of these value principles, guide the teaching staff to defend and defend the educational values advocated by themselves or school organizations, and help teachers and students fully understand and agree with the rationality and legitimacy of the educational value of school organizations. Tao Xingzhi said: "the principal is the soul of the school." Principals of modern schools should have the concept of "value leading", that is, by expounding, promoting, embodying and maintaining school values, school values can be recognized by teachers and students. Realize the promotion of teachers' emotions, attitudes and values, so as to effectively promote the all-round development of students and the all-round progress of schools.