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“进修”是继续教育的过程。目的在于更新、补充、完善、提高干部的知识结构和综合能力,从而获得任职能力、创新能力和发展潜力。进修是提高干部素质的主渠道之一。对于每一名干部来说,进修无疑是难得的机遇。但在现实中,有的进修者不能聚精会神地学习,将“进修”当作放松、休息、调整和交际的场所,热衷于“养养神、交交人、喝喝酒、串串门”。这不仅给办学单位的教学、管理带来了一定的难度,也使进修者失去了“进修”的意义。 存在上述问题的主要原因:一是认识不清,没有搞清楚“为谁学习”的问题,还没有真正领会十六大提出的“形成全民学习、终身学习的学习型社会,促进人的全面发展”的深刻内涵。二是目的不纯,还没有搞清“为啥学习”的问题。个别进修者只是把进修当作个人进步和晋升的阶梯,还没有当作自己开拓眼界、固强补弱、增长才干的契机。三是目标不高,主观上不去研究学习方法、基本原理和相关理论,而是你教什么我就学什么,你怎么教我就怎么学,与专业对口的喜欢学,不对口的就不喜欢学,甚至少学或不学,满足于考试及格,热衷于资料积累。四是要求不严,还没有搞清“树啥形象”的问题。有些进修者“当好代表队”的意识不
“Learning” is the process of continuing education. The purpose is to update, supplement, perfect and improve the cadre’s knowledge structure and comprehensive ability to obtain the ability to work, innovation and development potential. Training is one of the main channels to improve the quality of cadres. For every cadre, learning is undoubtedly a rare opportunity. In reality, however, some advanced learners can not concentrate on learning. They regard “learning” as a place to relax, rest, adjust and communicate. They are keen on “raising God, making friends, drinking and drinking wine, and getting strings and doors.” This not only brings some difficulty to the teaching and management of the education units, but also makes the advanced learners lose the meaning of “further study.” The main reasons for the above problems are as follows: First, they do not know well and do not understand the issue of “learning for whom”. They have not really understood the “learning-oriented society that forms the whole people learning and lifelong learning” and promoted the all-round development of people Deep meaning. Second, the purpose of impure, have not figure out “why study” issue. Individual study only treats learning as a ladder of personal progress and promotion, and has not yet taken the opportunity to broaden their horizons, strengthen themselves and complement one another, and increase their talents. Third, the goal is not high, the subjective study of learning methods, basic principles and related theories, but what you teach me what to learn, how do you teach me how to learn, and professional counterparts like to learn, do not like the mouth do not like Learn, and even less learning or not, satisfied with the passing of the examination, keen on the accumulation of information. Fourth, the request is lax, has not yet figured out the “tree what image” problem. Some scholars are “good team” awareness is not