First, systematic thinking and overall promotion.
1. School development is the result of many factors.
How to realize the development of the school is a very complicated problem, which needs us to solve with system theory and methodology. Fukuyama's systematic thinking and overall promotion in the process of running a school is the concrete practice of system theory and methodology in the school.
2. Systematic thinking is generally linked.
The school is a system, so we should pay attention to the basic characteristics of various factors in the school, such as integrity, relevance, structure, balance and timing. Only in this way can we integrate the forces of all parties and form a joint force for development. Fukuyama's systematic thought is to link all aspects that affect the development of the school, determine the orientation of the school according to the school-running goal, create a campus culture that can achieve this goal, determine the management mode according to the existing conditions of the school, and unify teacher training and curriculum teaching in the overall design of the school, seeking the participation of community and family forces, so as to form a multi-party joint and stable mechanism for the development of the school. In the final analysis, school development is for the development of people, students and teachers. Students and teachers have developed, and school development is also a natural thing.
3. Strategic choice of overall promotion.
The specific implementation of our systematic thinking also involves a methodological issue, that is, what kind of ways and means to observe education and deal with specific problems in schools, which requires corresponding principles, methods and means. I know that many principals are very busy at work and there are many specific affairs in the school. How to avoid piecemeal work to improve the joint efforts of all departments in the school, how to avoid constant changes to improve the stability and achievement of work objectives, and how to avoid focusing on only one thing and realize the overall development of all aspects of the school are important issues before us. Three meanings of all-round development: all-round development of all disciplines; The overall development of each campus; All-round development of students, teachers and schools.
4. The Fukuyama case of school development.
My school history in Foshan can be divided into two stages, which span 20 years respectively. Ten years to sharpen a sword, twenty years to sharpen a sword. I came to Fushan on 199 1 until the turn of the century, for ten years. In the first decade, we promoted the development of English subject with the research of "English interest education". In the past ten years, Fukuyama has grown from an ordinary primary school to a well-known brand school. Therefore, the characteristics of English are the foundation of Fukuyama School. In the first decade of the new century, Fukuyama sharpened his second sword, called International Understanding Education. The research on the discipline of international understanding education inherits the school culture accumulation contained in the development of English discipline, and also makes the school development go out of the discipline field. International understanding education has become a powerful engine to deepen Fukuyama's school-running concept and promote the overall development of the whole school. International understanding education has become the soul of Fushan strong school.
Let's take the development of our school in two stages as an example to illustrate how we systematically think about and promote school work as a whole to realize school development.
Case: The first stage, "English fun education" started in the early 1990s.
At that time, we thought about the following core issues.
1. What kind of school should I run?
2. What are the existing conditions of the school?
3. What can Fukuyama do?
4. What is the expected result?
5. What are the specific difficulties?
By thinking about the above problems, we have a clear goal and direction. In order to achieve our goal, we have implemented the following principles.
1, overall coordinated progress. In other words, campus culture, management methods, teacher training, curriculum teaching, community family and other aspects should be connected and matched with each other.
2, grasp the goal, focus on advantages. School is like a person, time and space are limited, so we need to put our strength on the cutting edge and on the factors that can cause changes in teachers, students and schools. For example, we should accurately capture the current educational hotspots, use the highlights for our own use, and form a joint force with original ideas. No matter how good things are, we should abandon them. Try to keep a high degree of consistency for a period of time and go straight to the goal, which also needs to continuously improve the anti-interference ability of the school.
3. Analyze environmental changes and realize process control. Changes in various environmental factors. Accurately and sensitively analyze and respond to the external environment and internal environment.
In the 1990s, our school vigorously carried out practical research on interesting English education in primary schools, focusing on the relatively boring vocabulary and sentence pattern learning in English teaching at that time. Starting from children's age characteristics, we carry out English teaching in the form of nursery rhymes, games, performances, competitions and so on, which can easily stimulate students' interest, highlighting the role of emotion. This research has trained a group of students who love English, have a cheerful personality and outstanding ability, created a team of English teachers with leading consciousness and superior strength, promoted the rapid improvement of English teaching level in our school, made our school grow into the coordinate of the times leading the trend of English teaching, made our school's understanding of English teaching reach a new height, and laid a solid foundation for our brand casting.
Case: In the second stage, since 2000, international understanding education has led the development of schools.
The research on international understanding education in our school began in 2002, and was organized and implemented after a comprehensive investigation of the background of the times, the background of new curriculum reform and the tradition of running our school. In the research, top-down, bottom-up, multi-party joint and other ways are adopted to promote the research work. So far, our school has completed the construction of three major systems of international understanding education curriculum in primary schools, including the target system consisting of three modules, nine aspects and "five ones", and the content system with special courses, thematic activities and subject infiltration as the main modules; A strategic system with integrating curriculum resources, strengthening foreign language characteristics and broadening communication channels as the main ways.
Judging from the research situation, our school's research has made substantial breakthroughs in student training, teacher development and achievement promotion. The thinking quality with global consciousness enriches students' learning experience and improves the overall training effect; The educational practice full of research spirit radiates teachers' professional happiness; Curriculum achievements with a global perspective optimize regional educational resources; Provide reference experience for school curriculum construction; It provides an operable strategy for the implementation of international understanding education; It also provides new enlightenment for the education department to promote quality education as a whole and realize talent training.
Second, enhance the ability to command the overall situation.
1. Turn the future seen by the headmaster into the concrete actions of everyone in the school.
As we all know, relying on high-level school-based teaching and research, school-based training and school-based scientific research, our school has trained a large number of excellent teachers in Fukuyama. Now they are active in various project groups and teaching and research groups, and gradually become the backbone of promoting the sustainable development of Fushan. But what many people may not have seen with their own eyes is that Fukuyama has been promoting excellent management teams with extremely high standards, and the training of managers is also being carried out extensively and deeply.
Fukuyama work conference at the end of each semester is an important platform for implementing school-based management training; Every executive meeting and administrative expansion meeting is the main way to implement management case training; Various plans and summaries of managers at all levels have also become important texts for schools to implement advanced management concepts and methods; Even talking to any manager will become part of management training. High standard, practicality, regularity and long-term benefit are the most remarkable characteristics of Fushan management training.
It can be said that Fukuyama is not only the "cradle" of excellent teachers, but also the "training base" of excellent education managers. Here, you can see countless real and vivid educational practical experiences, and you can really feel the tenacious pursuit of education by Fushan people. And everyone, everything, every arrangement, every activity, presents the school's style and spirit.
Look at anything that happens in school in a universal way.
After a long period of cultivation and edification, the management team in Fukuyama has gradually gained this global vision with principals, department directors, project leaders and teaching and research leaders as the main members, and then thought about our work as a whole according to educational laws, forming a working mode of "every manager thinks like a principal". Sometimes, some tourists who don't know much about Fukuyama will ask me, "Why is there no bottleneck in the development of Fukuyama?" I can only smile: "school is not a bottle, where is the bottleneck?" Is there a "bottleneck" in school development? I think this is a false proposition. I think the questioner may have a psychological premise that education or school is regarded as a "bottle" and the "bottle mouth" is the only channel for development. In fact, if a principal has a broad vision, an open mind, a firm belief and enough keen and in-depth thinking, the development of the school can be Ma Pingchuan's.
As a headmaster, we should pay attention to two things. One is the "big event", that is, the overall planning and design of things that can affect the development direction of the school. The other is a "small incident", that is, we should pay attention to the smallest details on campus and find problems from the small changes in a teacher's walking posture, clothes and so on. No matter individuals, offices or teaching and research groups, we should pay attention to them, solve them in time, and adjust the teaching staff at all levels of the school to the best state at all times. Only in this way can we concentrate on doing a good job. "Big things" should be managed, but attention should be paid to decentralization and authorization, "small things" should be managed, and attention should be paid to one-sided amplification.
4. Coordinate the relationship between school management system and campus humanistic care.
Looking up at the starry sky and making clear the direction, the power of thought has become an inexhaustible motive force for the sustainable development of Fukuyama; Down-to-earth and steady progress ensure that Fukuyama can turn the vision of each development stage into reality. Fushan's motivation mainly comes from the construction of modern school system, the formation of humanistic campus culture and teachers' pursuit of professional ideals. "Fukuyama Quality Management Manual" determines its status as a "code" in Fukuyama in the form of text, and establishes detailed specifications for every job and every post; The campus culture of humanistic culture connects everyone in Fushan, and realizes equality, mutual assistance and harmonious life in Fushan, a home that pays attention to humanistic care; In the final analysis, the motivation of Fukuyama comes from every Fukuyama teacher I respect, and their enthusiasm and wisdom make me proud. In Fushan, teachers and students are a pair of * * *, and all the work of the school is also carried out around these two subjects. We pay attention to teachers' professional development and professional happiness. We pay attention to students' happy study and healthy growth. With the help of Fukuyama campus network platform, I will often read the logs of teachers and students. From their articles, I will see the true feelings, insights and the most wonderful campus practices of Fukuyama people. More importantly, I will read between the lines to understand the emotional changes of each teacher and the growth of students. Fushan is a mountain with a story. Everyone in Fushan enjoys the air, sunshine and rain. Radical ideals make Fushan full of vitality everywhere.
As a principal, we should be good at making decisions, embody our will and implement them efficiently. At the same time, he should also learn to negotiate with managers and teachers and always care about them. Whenever teachers encounter difficulties and setbacks, I will use my slightly keen sense of smell to get information, appear at their side in time, help them and solve their problems. In this sense, being a principal is also like being a "parent". A good management system can give the school a stable foundation, and attaching importance to campus humanistic care can make the school develop more harmoniously. There are two kinds of people who will not succeed. One does not follow the rules, and the other only follows the rules. That's the truth.
5. Continue to maintain the relative independence of the principal in running schools.
Under the current system, the school is not an ivory tower, and people and things from all directions often have some influence on the established direction and goals of the school. I always believe that as long as what we think is reasonable and what we do is effective, I think they will eventually allow, affirm and even sincerely support us. Therefore, the principal must maintain relative independence in running a school, be superior to others, be pragmatic and school-oriented. School-oriented and not complacent. As I asked our teacher, every teaching and research activity, every meeting at all levels, should be rewarded. Just giving up your seat and listening to a voice can't inspire us, can't think, and can't help us solve problems in actual education and teaching. We can refuse, and we can't waste our precious time to be "peacemakers". It can be said that the development of Fukuyama is the result of unremitting efforts to set goals. Many things that seem almost impossible can finally be achieved through our efforts and done well. It can also be said that the principal should maintain relative independence in running a school. In fact, it requires the principal to have an independent personality while coordinating the relations between all parties, which is not affected by various winds and trends.
6. The qualities and abilities that principals need most.
Thinking hard, working hard and treating everyone, everything and everything in the school with heart are the most important qualities of a principal. And having a high degree of sensitivity and keen judgment on campus ecology is the most needed ability of a principal.
Third, cultivate culture and develop as a whole.
1, Fushan is a "blessed land"
(1) Teachers have a sense of belonging.
In Fushan, there are various activities and platforms to improve the cohesion of school teachers. "Welcome the Spring Festival" and "Celebrate Teachers' Day" are traditional projects in Fushan. More importantly, we create a campus culture of mutual care and respect through various channels, so that teachers generally have a strong sense of belonging. They agree with Fukuyama's campus culture and vision of school development.
(2) A blessed place for teachers' professional growth.
In Fushan, there are many opportunities to realize teachers' professional growth. "Responsibility Cup" teaching competition, various demonstration classes, research classes, competition classes, school-based teaching and research, theme research, project activities, etc. Give teachers a lot of opportunities. Many teachers have achieved personal professional growth after coming to Fushan, some have become backbone teachers and academic leaders, and some have formed their own teaching style, which has been recognized by everyone.
2. Fukuyama is a "battlefield"
(1) Teachers are constantly accumulating various experiences.
The growth of teachers needs a good experience environment, and the development of schools is actually the development of teachers and students. Therefore, we provide various opportunities for teachers to constantly exercise. In particular, the good atmosphere of group room research and the mutual help between peers have given teachers many opportunities for growth. Given a heavy burden on the task, teachers have gained experience in all aspects.
(2) Mr. Fukuyama is constantly improving and surpassing himself.
If we create a challenging working environment and help teachers grow through the realization of various tasks, it is very important to guide teachers to keep forging ahead and constantly surpass themselves. External factors can only be realized through individual's own needs.
(3) The school provides everything that may keep teachers' vision and ability in the forefront forever.
Every semester, Fushan invites many experts, scholars and excellent teachers to hold various lectures in Fushan, and introduce the latest education and teaching information into Fushan campus. It can be said that the teachers in Fushan have a very broad vision. At the same time, due to paying attention to the implementation of ideas and reflection in practice, many teachers' abilities have also been greatly improved, and they have certain influence in the region.
(C) Fushan is a "highland"
1, with high target requirements.
Fukuyama has high school goals and high requirements for managers. They are required to "think from the principal's point of view", and each manager is also required to set an example and do what teachers can do first. At the same time, everything and every job in Fukuyama also has a very clear goal. To what extent the work is done, teachers have a bottom in their hearts, learn to do the right thing, and learn to do the right thing. Especially for teachers' professional development planning and the implementation of various activity plans, I often follow up and will not give up until I reach my goal.
2. High technology platform.
Each work pays attention to Fukuyama's original starting point and introduces the latest achievements in the field of education, especially the continuous innovation of ideas and working methods, so that the development of teachers is always carried out on a higher platform.
3. The development effect is high.
Based on the unremitting pursuit of goals, Fukuyama's development ladder continues to climb. Campus and campus develop synchronously, and demonstrate and radiate in a wider range. It has been recognized by peers, parents and society, and has made contributions to satisfying more people's pursuit of quality education.