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2004年秋季,广东、山东、宁夏和海南正式进入普通高中新课程改革实验。这标志着新课程改革实验已在全国大范围内启动。新课程的全面推进,教学改革的深入开展,没有一个与之相适应的教学管理制度支撑和保障,是难以想象的。但是,我们目前很多学校对老师的管理还是采用以前那套办法:记考勤、看学生成绩和升学率、查教案、交总结、业务进修、是否违背职业道德、年终考核奖罚等。不可否认过去这种管理所发挥的巨大作用,然而现在实施的新课程和以前的课程对老师的要求有着很大的区别,传统的学校管理模式已不能很好地适应新课改的要求,建立与新课程相适应的管理制度势在必行。
In the fall of 2004, Guangdong, Shandong, Ningxia, and Hainan formally entered the experimental reforms of common high school new curriculum. This indicates that the new curriculum reform experiment has been started in a wide range of the country. It is inconceivable that there will be no support and guarantee for a teaching management system that is compatible with the comprehensive promotion of the new curriculum and the in-depth development of teaching reform. However, at present, many of our schools use the same methods for managing teachers as before: remembering attendance, looking at student achievement and attendance, reviewing teaching plans, submitting summaries, conducting business studies, violating professional ethics, and year-end assessment awards and penalties. It is undeniable that this kind of management played a huge role in the past. However, the new curriculum and the previous curriculum that are implemented now have very different requirements for teachers. The traditional school management model has not been able to adapt well to the requirements of the new curriculum reform. The management system adapted to the new curriculum is imperative.