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我省教育領導工作的基本情況是:一方面,省教育領導機關幹部的數量不足,質量不高加以長期地坐機關,陷於文牘、事務工作的圈子裏,很自然地造成了領導一般化、不深入、不具體的官僚主義作風。而另一方面,學校發展很迅速(現有八十七所中等學校分散在二十四個市縣);學校的規模較大(大都在千人以上);教師質量一般很低;學校領導幹部也是量少質差(現缺正副校長七十七人,校長中高中以下程度的占百分之二○·八三)。根據上述基本情況,就必然產生這樣現象:一般來說,教師滿足不了學生的要求,校長、教導主任滿足不了教師的要求,廳的領導也滿足不了校長,教導主任的要求。我們認識到:只靠文字領導、每學期一次的中教會議和很久才能輪到一次的一般視察,是解決不了當前這些急待解決的問題的。因此我們採用了一些新的領導方法,建立了一些新的制度。下面僅就聯合視察、召開小片會和建立幹部談話制度、審批學校的報告等三個問題,介紹一下我們的領導工作情況與體會。
The basic situation of education leadership in our province is: on the one hand, the insufficient number of leading cadres in education in the province, the low quality, the long-term presence in government bodies, and the entanglement of writing and office work, naturally lead to the generalization of leadership and not In-depth, unspecified bureaucratic style. On the other hand, the schools are developing very rapidly (the existing 87 secondary schools are scattered in 24 cities and counties); the schools are large (over a thousand people); teachers are generally of low quality; and school leading cadres are also Less poor quality (now the lack of vice presidents 77 people, principals below the level of high school accounted for 20.83%). According to the above basic situation, it is inevitable that this phenomenon will occur: In general, the teacher can not meet the requirements of the students. The principal and the teaching director can not meet the requirements of the teachers. The leadership of the office can not meet the requirements of the director and the director. We recognize that only by writing leaders, once a semester of the Central Church and long-awaited general inspections can not solve the current urgent problems to be solved. Therefore, we adopted some new leadership methods and established some new systems. The following is a brief introduction of our leadership work and experience with regard to the three issues of joint inspection, holding a small piece of meeting and establishing a cadre talk system and examining and approving school reports.