Whether it is to strictly manage the party in an all-round way, to win the battle against poverty and to promote the implementation of the rural revitalization strategy, cadres need to constantly learn new knowledge and master new skills. Various localities and departments have organized various forms of learning activities to improve the ability and accomplishment of cadres and cultivate their executive ability. However, in these learning activities, some units or individuals also engage in formality and go through the motions. Mainly as follows:

The organizer is timid and resourceful. There is no denying that the starting point of organizing cadres to learn is good. In the process of organizing learning, sometimes organizers lack consideration on how to learn and whether to learn well, which makes learning in some places "tasteless" and even goes against the original purpose to a great extent, which breeds formalism. For example, some grassroots cadres learn online, because the organizers are not thoughtful, the supervision is not in place, and the grassroots business is busy, the learning content is boring, and the cadres' learning awareness is not strong. Few cadres are willing to study after work, and working hours become the main time of study, while "audio" learning will have an impact, and silent hanging-up learning and "silent" learning will come into being from then on. Learning for the sake of learning, the learning effect is naturally unsatisfactory.

Participants handle things. It is undeniable that some cadres always find reasons to relax their studies. In the process of participating in learning, "unwilling to learn", "not really learning" and "not good at learning" exist. I think studying is a waste of time, and I am tired of studying. I often use busy work as an excuse not to take part in the study, so that others can copy my study notes and don't want to learn. People think that learning is decorative, so you can just go through the motions without being too serious. You don't pay attention to study or take notes. Even after listening and learning, I only know the surface of most knowledge, but I haven't really learned it. I think learning is virtual and can't solve practical problems. My superiors asked me to learn a little when I needed it. If you don't need it for the time being, don't learn it or rarely involve it. Even if you learn, you don't understand it deeply, you can't digest it, you can't use it, and you don't learn well.

In all these cases, learning is a mere formality and superficial, and the learning effect is not obvious. If we stay in superficial cognition, the thoughts of cadres are likely to deviate from the correct direction, which will eventually have a negative impact on the development of the party and the country. It can be seen that formalism in learning is extremely harmful, rooted in the ideological problems of cadres, which are mainly solved from the aspects of concept change, method improvement and system improvement.

Changing ideas is the key. People often say that "as soon as leaders attach importance to it, the problem will be solved." Although the words are ugly and derogatory, they do make sense. As soon as the leader gives instructions, the department must pay attention to it, and the problem will naturally be solved soon. Therefore, to change the ideological concept of cadres, we must start with leading cadres, especially grasping the key point of learning and understanding the top leaders, in order to fundamentally solve the problem. Only when leaders attach importance to it, change their ideas, adhere to the above rate, correct their learning attitude, constantly improve their work style, strengthen their own learning and education, and form the "head geese" effect, can we drive the broad masses of cadres to participate in learning, participate in discussions, change their ideas and create a good learning atmosphere.

Improving working methods is the premise. First of all, we should break through the barriers between departments, strengthen the integration of learning resources, avoid redundant construction and waste of resources, pay attention to optimizing the combination, reduce the learning burden at the grassroots level, and improve the learning effect. Secondly, we should strengthen the development of learning content, enhance learning interest, minimize the full-time indoctrination of pure theoretical learning and training, link learning content with cadres' own work, especially linking theoretical indoctrination with practice, and use various examples to strengthen interactive communication and answer questions, so as to enhance the attraction and appeal of learning. Thirdly, before organizing learning, organizers should consider various possible problems in advance, prepare solutions in advance, and strengthen supervision and inspection to plug learning loopholes and ensure learning results.

Perfecting rules and regulations is fundamental. To ensure that learning remains unchanged and learning is tasteless, it is necessary to strengthen rigid constraints and let the executors have enough awe. On the one hand, it is necessary to improve the rigid restraint system combining individual study, collective discussion, study exchange, special investigation and study inspection, and make clear provisions and requirements on study time, study content and study effect; And improve the evaluation criteria, evaluation content and evaluation methods, and establish an evaluation mechanism that combines learning with use and has clear rewards and punishments. On the other hand, in order to organize the study of learning rules and regulations, only when cadres know what learning systems exist and have sufficient understanding and mastery of the rules and regulations can they effectively implement supervision and control, so that the system executors can truly respect the system and consciously implement it.