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一、对量标管理及分类推进目的和意义的认识: 教育教学管理,是对教育人、培养人过程的管理。在决定教育教学质量的生源、师资、设备和管理诸因素中,“管理”是一个首要因素。要使教育教学这一极其复杂的、又具有创造性的组合劳动过程,能发挥更大效益,除了抓好别的因素之外,最主要的是要强化教育、教学管理,通过科学的、系统的、有实效的管理手段来达到全面提高教育教学质量的目的。 过去我们在教育、教学管理上,采用的是传统的管理模式,即“组织号召与组织推动法”。这种管理方法具体过程表现为“组织动员,明确要求,分析动态,评选先进”等,对学校的质量评价也仅限于考查“升学率”和学校“工作总结”材料。这种管理方法的评价依据主要是“主观印象型”,容易导致“片面追求升学率”的倾向和报喜不报忧的官僚主义恶习的产生,同时在评价每个学校的教育、教学质量时,忽视了统一要求与条件差异之间的矛盾。这种做法(?)结果,不利于发挥不同条件学校办学的主观能动(?),造成了条件好的学校年年当先进,条件差的学校年年受批评的不公平现象,严重挫伤了大部分学校的极积性。 为了解决以上矛盾,给学校输入竞争机制,大
I. Understanding of the goals and significance of measurement management and classification promotion: Education and teaching management is the management of the process of educating people and nurturing people. In the factors that determine the quality of education, students, teachers, equipment and management, “management” is a primary factor. To make education and teaching an extremely complex and creative combined labor process that can bring greater benefits, in addition to grasping other factors, the most important thing is to strengthen education and teaching management through scientific and systematic There are effective management methods to achieve the goal of comprehensively improving the quality of education and teaching. In the past, we used the traditional management model in education and teaching management, namely the “organization call and organization promotion law”. The specific process of this management method is characterized by “organization mobilization, clear requirements, analysis of dynamics, and selection of advanced”, etc. The evaluation of the quality of schools is also limited to examining the “advance rate” and the school “work summary” materials. The evaluation method of this management method is mainly “subjective impression type”, which tends to lead to the tendency of “universal pursuit of higher school entrance rate” and the emergence of bureaucratic vices that do not report bad news. At the same time when evaluating the quality of education and teaching in each school, Ignoring the contradiction between the uniform requirements and the differences in conditions. The result of this practice (?) is not conducive to exerting the subjective initiative (?) of schools in different conditions. It has caused the unfair phenomenon that schools with good conditions are advanced each year, and schools with poor conditions are criticized annually, which seriously hurts the performance of schools. Part of the school’s polarities. In order to solve the above contradictions, input competition mechanism to schools,