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How to improve the management level of education and teaching
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Teaching quality management

1. Teaching management: it is the management of the whole teaching process through a series of functional activities such as planning, organization, decision-making, control and evaluation according to the teaching laws and characteristics, and is a part of school management.

Teaching management system

(1) Decision-making and execution system: it consists of the principal, the vice principal in charge of teaching, the teaching director, the head of grade, the head of teaching and research, and the head of preparing lessons.

The principal and vice principal constitute the decision-making center (or command center) of this system. Their main tasks are to determine the objectives and priorities of teaching management, formulate teaching work plans, dispatch various resources to serve teaching, and make decisions on major issues.

The teaching director and the guidance office he is responsible for are the executors of the teaching plan and the organizers of the decision-making plan, and specifically manage the teaching work.

The main task of the grade leader is to be responsible for managing the teaching work of this grade and coordinating the daily teaching work of this grade.

The main tasks of the teaching and research team leader are: to organize the teachers in this group to study, carry out teaching and research activities, and do a good job in the daily management of teaching in this group.

The main task of the lesson preparation team leader is to be responsible for the collective lesson preparation of this grade.

Each post should have clear responsibilities, and the whole decision-making execution system should be in the shape of a pyramid with progressive levels, so as to ensure that the system is unimpeded and the instructions issued by the command center can be executed in time and accurately.

(2) Supervision system: Its function is to supervise the execution process of instructions issued by the command center to ensure the timeliness and accuracy of execution. Many schools do not have special teaching supervision departments. It is usually achieved through the inspection and understanding of teaching work by teaching managers and educational affairs officials. Or the teaching managers (principals, vice principals and teaching directors) go deep into the specific teaching management activities and teaching practice to investigate and understand, which is not only conducive to the supervision of the implementation of instructions, but also can obtain first-hand materials about the implementation of instructions.

(3) Feedback system: Its function is to provide the command center with timely and accurate feedback information on the implementation, and provide reliable basis for the command center to give correct instructions and make decisions. Many schools also have no special teaching management information feedback department. Usually, teaching administrators and academic staff go deep into teaching work and conduct investigations, such as consulting class teaching logs and students' homework, talking with learning members and subject representatives, and attending lectures. , get feedback information about the implementation effect of the teaching plan, and report to the command center in time. Teaching administrators (principals, vice-principals and teaching directors) can master first-hand materials and obtain reliable information feedback by going deep into teaching and research groups, grade groups and classes. Strengthen communication by establishing a dialogue system with grade leaders, teaching and research leaders, lesson preparation leaders, class teachers and teachers. In addition, parents, society and suggestion boxes are also a way of information feedback.

2. Teaching quality management

(1) What is teaching quality management?

Teaching quality management is a management method that uses certain principles and means, reasonably coordinates and utilizes various factors involved in teaching activities, and effectively controls all links in the teaching process, so as to achieve the expected quality standards and achieve school education goals.

Teaching quality management is a systematic process to realize teaching quality standards. Simply summarized as: "one center, three stages", one center is to carry out all work around the teaching quality standards. Three stages, namely, establishing standards, checking and evaluating, and implementing control.

Establish standards

Teaching quality standards are divided into general standards and specific standards.

The overall standard of teaching quality is the training goal of school teaching, and it is a universal and directional quality standard. For example, the education law and education policy stipulate the general standards for the quality of education and teaching in various schools in China.

The general standard of teaching quality is the fundamental principle and the highest basis of teaching quality management. However, when implementing teaching quality management, we must decompose and concretize the overall standards according to the nature and tasks of the school itself, different grades and disciplines, and different stages and links in the teaching process. These specific standards are called the specific standards of teaching quality.

Specific standards of teaching quality: first, the quality standards of various disciplines and grades. Second, the quality standard of "teaching" in the teaching process is also the quality standard of teachers' work. The third is the quality standard of "learning" in the teaching process, that is, the quality standard of students' learning.

Inspection and evaluation

Teaching quality monitoring is an important means and steps to realize teaching quality management. Through inspection, we can master the quality completion of each stage and link in the teaching process, so as to coordinate and control in time and realize the teaching quality standard.

Types of teaching quality inspection:

Divided by time: normal inspection and stage inspection (initial, middle, final and school year inspection)

According to the content: comprehensive inspection, local inspection and individual inspection.

According to the way: leadership inspection, peer inspection and self-inspection.

Teaching quality inspection methods: there are many methods, just a few examples. Such as: direct observation, conversation, material research, examination, etc.

Teaching quality evaluation

On the basis of teaching quality inspection, the purpose of evaluating and evaluating teaching quality is not to be qualitative, but to be improved. Teaching quality evaluation is helpful to master the teaching quality of the school, understand the advantages and disadvantages, advantages and disadvantages, achievements and gaps in teaching, so as to determine the key points and difficulties of teaching quality management, do a good job in coordination and control, and comprehensively improve the teaching quality.

Evaluation types: overall evaluation, partial evaluation and individual evaluation.

Evaluation content: teachers' "teaching" and students' "learning".

Evaluation methods: hierarchical evaluation method, comparative evaluation method, data evaluation method and causal evaluation method.

Implement control

Teaching quality control is a management measure to ensure that the actual teaching quality is consistent with the teaching quality standard, and it is only an important part of teaching quality management.

Teaching quality control should be based on teaching quality standards and on teaching quality inspection and evaluation. By intervening and solving several reasons that deviate from the teaching quality standards, we can turn passivity into initiative, turn disadvantages into advantages, plug loopholes, fill defects, further improve teaching work and improve teaching quality in an all-round way, so as to reach the teaching quality standards. Control is the basic means to reach the teaching quality standard. Without control, there is no management.

Factors Affecting and Restricting Teaching Quality

Idea of running a school: idea of running a school.

Teaching management: school, academic affairs office, political and educational office, scientific research office (teaching department), teaching and research group, grade group and class.

Teaching conditions: teaching facilities, teaching materials and materials, learning environment.

Human factors: students, teachers, leaders (managers)

Style of study: school spirit, teaching spirit and style of study.

Other factors: education administration, society, family and so on.

The most important factors are teachers and students.

Fourth, improve the quality of teaching strategies and methods

(A) grasp several key points

1, school philosophy

(1) The idea of running a school is the soul of a school, and it is the direction of running a school that conforms to the reality of the school and is recognized by all teachers and students.

For example:

"Strengthen internal quality, strengthen external image, base on the common development of teachers and students, and prepare for tomorrow."

"For all, teaching students in accordance with their aptitude, hierarchical guidance, running schools with characteristics, teaching with characteristics, and students with characteristics."

"To implement the education policy and quality education, schools have their own characteristics, teachers have their own characteristics, and students have their own specialties. They don't want everyone to go to school, but they want everyone to become a talent. "

(brewing, proposing, discussing, perfecting, and determining. )

(2) Idea is the forerunner of action, and what kind of idea will lead to what kind of action.

For example, during the planned economy period, small capital became large capital. There was a situation in which thousands of troops crowded the wooden bridge. Go to school!

The stage of socialist market economy: no matter what position, no matter how high or low, you need to have generous basic knowledge, systematic professional knowledge, flexible thinking mode and strong hands-on ability, and you need a high degree of professionalism, responsibility, cooperation spirit and communication ability, and the latter has obviously become a universal requirement for citizens to engage in post work.

Everyone has a desire for progress, everyone has rich potential, and everyone has their own intellectual advantages. Every student has a gift. Through good education and training, every student can become a talent and succeed. This is the original meaning and essence of education.

(Introduction: Traditional Intelligence Theory and Multiple Intelligence Theory)

On the basis of giving consideration to the all-round development of students, all junior high schools should continue to take improving the pass rate and excellent rate of senior high school entrance examination as their recent school-running goal. (consistency)

2. Teachers

Teacher management

Teachers are professionals who educate students and play a leading role in the teaching process. Teachers' work is exemplary, long-term, complex and creative. Generally speaking, schools mainly achieve management goals through the management of students by teachers.

To do a good job in teacher management, we should do the following work:

(1) Get a comprehensive understanding of teachers:

An accurate and comprehensive understanding of teachers and an objective and fair evaluation of teachers are the premise of teacher management. Without understanding teachers, management will lack basis, pertinence, the right medicine and effective control, and it will be impossible to form effective management.

Understand the situation of teachers:

Professional ethics: love the motherland, devote yourself to education, care for students, be a teacher and so on.

Basic quality: knowledge structure, ability structure, skill structure, etc.

Psychological quality: interest, hobby, emotion, will, etc.

Other factors: family environment, living standard, working conditions, health status, homosexual relationship, teacher-student relationship and so on.

Take a variety of ways and means, such as: consulting files, reporting by the heads of teaching and research groups (or grade groups), holding teachers' symposiums, individual conversations, home visits, etc. Or go deep into teaching and research groups and classrooms to participate in teaching and research activities such as preparing lessons and attending lectures, among which attending lectures is the main way to get to know teachers. Teachers' teaching ideas, teaching methods, teaching ability, knowledge level, psychological quality and personality characteristics can all be reflected in the classroom.

(2) Strengthen business training:

Teachers' basic quality, knowledge structure and professional ability are the key factors that determine the quality of school education and teaching. Professional training should become an important part of teacher management and a regular work with strategic significance.

Training work should proceed from reality and vary from person to person. Schools should have long-term planning and short-term arrangements for this. Young teachers and new teachers should be familiar with the basic links of teaching work, gradually master teaching methods and accumulate certain teaching experience; Teachers with low academic qualifications and poor professional quality should make up their professional knowledge as soon as possible and manage the teaching materials well; Middle-aged and elderly teachers should constantly update their educational theories and professional knowledge, not only sum up their teaching experience, but also cultivate their innovative spirit, and study new textbooks, new teaching methods and new experiences, instead of standing still and sticking to the rules. (self-development, mutual assistance and mutual assistance, bringing new things with the old and promoting the old with the new)

(3) Rational use of teachers:

Starting from the overall situation, do more ideological work for teachers, so that teachers can adapt to the needs of school work and obey the unified work arrangements of the school.

According to the specific situation and different characteristics of teachers, we should make full use of their talents and give full play to the initiative and enthusiasm of each teacher.

Consider the relationship between teachers and the intelligent structure of teachers' team. Enhance synergy and reduce internal friction. Teachers in each grade group and teachers in each class should also be reasonably matched.

(4) Protecting teachers' democratic rights;

In teaching management, teachers are the object and subject of management, and their work directly affects the quality of teaching.

Implement democratic management and supervision. Create conditions for teachers to fully express their opinions and give teachers the opportunity to express their opinions. Actively listen to teachers' voices and encourage teachers to put forward opinions and suggestions. To implement a major measure, teachers must be initiated to discuss in advance and listen to all kinds of opinions, especially negative ones. It is forbidden to impose simple administrative orders (democratic centralism) on teachers. Teachers' participation in democratic management and supervision and attitude towards teaching can fully mobilize teachers' enthusiasm and stimulate their enthusiasm for work, so that teachers can devote themselves to teaching with peace of mind and create the best performance.

(5) Actively serve teachers:

We should actively establish good relations with teachers and coordinate the relations between teachers and between teachers and departments. We should always know teachers' ideological situation, solve teachers' ideological problems and do a good job in teachers' ideological work. Efforts should be made to improve teachers' working conditions and learning conditions, do good things and practical things for teachers, think about teachers' thoughts and worries, solve problems for teachers sincerely, and mobilize teachers' enthusiasm and energy to devote themselves to education.

(6) Strictly evaluate teachers:

Teacher evaluation is to use the methods and means of modern education evaluation to comprehensively and scientifically measure teachers' quality, attitude to perform their duties and achievements in performance, and give an objective and fair evaluation. Its purpose is to fully understand and identify teachers' professional level and working ability, provide correct and complete information for arranging use, further study and improvement, job promotion and professional title evaluation and employment, and help to give play to teachers' potential strength. It is also beneficial for school leaders to understand teachers, discover experiences and lessons, see clearly the performance problems, control them in time and improve the teaching quality.

(7) Do a good job in daily teaching management.

(8) Do a good job in school-based teaching and research.

3. Students

The main reasons that affect students' learning are: First, they are tired of learning; Second, the initiative is poor; Third, there is no scientific learning method and learning ability.

(1) Stimulating and maintaining students' interest in learning is the key to improving learning quality.

(2) Strategies and methods to guide students' learning.

Clear learning purpose:

When students have certain learning needs, it will cause an internal driving force (internal motivation) to satisfy their own needs. It can make the body release certain energy or impulse to produce learning behavior. When the learning needs are met, the internal force to promote learning is weakened. This is the emergence of new learning needs, which makes students have a new psychological imbalance. Therefore, in order to meet the needs, generate new motivation and constantly promote learning.

Correct learning attitude:

Develop good study habits:

Choose a scientific learning method suitable for students' development;

Plan first, then study; Preview before listening; Review first and then do your homework; Think independently before consulting others; Lay a solid foundation before thinking flexibly.

4. Class management

Class management: Through the guidance of the class teacher and the joint efforts of students, the class will be built into a collective with common goals, organizational core, correct public opinion and good atmosphere, and the class will become the main body of education and management.

Class management mainly includes organizing class collectives, cultivating excellent class spirit, managing parents' work, and building a team of class teachers.

The class collective is the main component of the school collective, the basic organization of the student collective, the means for the class teacher to carry out the education work, the favorable guarantee for promoting the all-round development of students, and the base camp for students to study and live together.

Organizing class collectives is the central link of class management.

The specific work of organizing the class collective is:

Determine the objectives of the class; Establish qualified class committees and cultivate advanced models; Do a good job in daily class management; Carry out colorful group activities.

A mature class group should have the following conditions: teachers and students agree with the goal of class group activities and work hard to achieve this goal voluntarily; Good organization and strict discipline; Actively participate in group activities and form a good class spirit tradition; Have a common psychological tendency, and the collective public opinion is healthy and powerful.

Cultivate excellent class spirit;

Class spirit: it is a stable mental state and behavior performance of a class with individual characteristics, a unique atmosphere and overall style of the class, and an organic part of the school spirit.

Class spirit is an objective sign of the growth and progress of the class collective, which has a powerful public opinion function, can produce a subtle influence, form a certain psychological atmosphere, and has a behavior-oriented function for every member of the class collective.

Class style includes students' study style, life and thoughts, teachers' teaching style, the tendency of collective public opinion and so on.

To cultivate excellent class spirit, we should pay attention to the following links: setting an example and playing an exemplary role; Give play to the exemplary role of teachers; Set goals and carry forward the spirit of unity and hard work; Improve the system and be strict. Cultivate students' sense of collective honor; Attach importance to the guidance of collective public opinion.

The formation of excellent class spirit is complex and changeable, and its reasons are various. However, as long as we persist in our efforts and perseverance, our labor will be rewarded accordingly, and we will reap a hard work.

(2) handle several relationships.

1, the relationship between up and down, left and right

(1) Relationship with school leaders

(2) Relationship with relevant departments

(3) Relationship with teaching and research group and grade group

(4) the relationship with the relevant departments of education administration.

2, the relationship between related work

The relationship between (1) and daily work (also on information)

(2) the relationship with characteristic work

1, change ideas, attach importance to learning, do a good job in teacher training and improve teachers' professional quality.

Under the new form of curriculum reform, we should attach importance to training, strengthen the construction of teachers, set teachers' development goals that meet the requirements of quality education, change educational concepts, improve teaching ability, establish the modern educational concept of "teaching for the sustainable development of mankind" and improve the overall quality of teachers.

(1) Organize teachers to continue learning the contents of the new curriculum reform.

Idea is the guide and learning is the guarantee. In order to further change teachers' educational concept and raise teachers' educational concept to a new level, this year, we will continue to strengthen teachers' theoretical and professional learning, adopt the method of combining theory with practice and combining collective and self-study, and require each teacher to learn a question in the book Entering the New Curriculum by himself every day, take good reading notes, write an educational essay once a month and write teaching notes after each class. And frequent exchanges, so that advanced educational ideas are firmly rooted in the hearts of every teacher, so as to guide their teaching practice more pertinently and better serve education and teaching.

(2) By developing the mentoring system, shine on you is better than Blue; Mutual learning, go hand in hand "activities, group teaching and research activities, teachers' basic skills standards activities, improve teachers' educational and teaching practice ability.

(3) create conditions in various ways to provide teachers with opportunities for further study and training, so as to obtain advanced information on educational reform and learn advanced educational theory and practical experience.

2. Do a good job in routine management and improve teaching quality.

(1) Make a plan at the beginning of the semester, implement and supervise the plan during the semester, and summarize and evaluate the work at the end of the semester.

(2) Organize all kinds of teaching competitions and spot checks, conduct spot checks on each teacher's lectures, teaching quality and work implementation anytime and anywhere, evaluate the completion and achievements of all the work in the implementation of the new curriculum standards, and effectively complete the teaching tasks.

(3) Grasp the main aspects and key points of curriculum reform practice, and make further beneficial attempts in knowledge and skill practice, homework assignment, divergent thinking training, quality inspection and so on. English teaching pays attention to the cultivation of communicative competence and creates a good environment for English learning and application. On the basis of the writing experiment of collective lesson preparation plan last semester, a "double-track" teaching plan was tried out this semester, which prompted teachers to think in other's place and attach importance to the design of students' learning process.