我校前几年是一所生源较差的“收底”校,当时的学生有“三差”.即非智力因素差,学习能力差,基础知识差。许多学生的学习动机属于“随波逐流型”或“混日子型”。那时,由于我们的办学指导思想不够端正,采取大面积留级、挤走后进生等办法,造成不良后果。领导怨老师,老师怨学生,学生怨学校,师生关系紧张,学校与家长关系疏远。1985年初中毕业生的毕业率51.67％,升学率34.44％。近两年来,学校从端正办学指导思想入手,明确一般中学培养目标,重视“师爱”在教育过程中的重要作用,改善师生关系,广泛开展“三学”(爱学、学会,学活)活动,调动了学生的学习积极性,出现了大面积提高教育质量的势 In previous years, my school was a poorly-funded “recovery” school. At the time, students had “three differences.” That is, non-intellectual factors were poor, learning ability was poor, and basic knowledge was poor. Many students’ motivation for learning is “difficult” or “difficult”. At that time, due to the fact that our guiding ideology for running schools was not correct, we adopted measures such as large-scale reservation of classes and crowding-in of students who had failed to achieve success, causing adverse consequences. Leaders complained about teachers, teachers complained about students, students complained about the school, relations between teachers and students were tense, and the relationship between schools and parents was alienated. In the middle of 1985, the graduation rate of middle school graduates was 51.67%, and the enrollment rate was 34.44%. In the past two years, the school has started from the guiding ideology of running schools, clarified the objectives of general secondary education, attached importance to the important role of “teachers” in the education process, improved the teacher-student relationship, and carried out extensive “three studies” (schooling, learning, learning activities). ) The activity mobilized the students’ enthusiasm for learning. There was a large area of ​​improvement in the quality of education.