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随着现代教育的发展和教育改革的不断深入,如何实现中小学领导班子运行管理的科学化,已成为一个至关重要的课题。教育工作的实践证明,要使中小学领导班子建设走上良性、高效运行的轨道,就必须以服务教育教学工作为宗旨,以相对独立的学年度为运行周期,实施全程运行监控管理。 一、运行管理模式的构设 (一)监校模式。中小学教育是一项系统工程,发展周期长,小学、初中、高中教育分别要经过5年、4年、3年的时间才能完成,因此,检验一个学校领导班子的绩效成果,既要进行周期性的跟踪评估,更要进行以学年度为相对独立运行阶段的监控管理,即全程控制管理。它由组合——反馈——调整——激励四个阶段构成。从领导班子的最初组合搭配。经过运行反馈,进行新的调整,达到新的优化,并同时施之以激励教育,从而使学校领导班子处于最佳运行状态,并依据各类教育规定的年限最终完成一个教育周期。因此,只有把中小学校领导班子限制在特定的时间范畴内,才能进行可控性管理,只有把中小学领导班子置放在动态的学校教育工作中,才能取得高信度的评估结果。
With the development of modern education and the continuous deepening of education reform, how to achieve the scientific management of the leadership team in primary and secondary schools has become a crucial issue. The practice of education has proved that if the leadership of the primary and secondary schools should be built on a track of benign and efficient operation, we must take the service education and teaching as the objective, and take the relatively independent academic year as the operating cycle to implement the full-scale operation monitoring and management. First, the construction of operation and management mode (A) supervision and school model. Primary and secondary education is a systematic project with a long development cycle. Primary, middle and high school education will take five, four and three years respectively to complete. Therefore, to test the performance achievements of a school leadership team, it is necessary to carry out the cycle. For the follow-up assessment of the nature, it is necessary to carry out the monitoring and management of the relatively independent operation stage in the academic year, that is, the overall control and management. It consists of four stages: combination-feedback-adjustment-incentive. From the initial combination of the leadership team. After operation feedback, new adjustments are made, new optimizations are achieved, and at the same time incentive education is applied, so that the school leadership team is in the best state of operation, and an education cycle is finally completed according to the years of various education regulations. Therefore, only when the leadership of primary and secondary schools is limited to a specific time frame can controllability be managed. Only when the primary and secondary school leaders are placed in dynamic school education can high-confidence assessment results be achieved.