重庆市“领雁工程”对薄弱学校改进的效果研究

发布时间：2018-06-16 08:10

本文选题：领雁工程 + 薄弱学校　；参考：《西南大学》2017年硕士论文

【摘要】：我国存在大量的薄弱学校已是不争的事实,这些学校的存在严重影响了义务教育的均衡发展进程。改进薄弱学校是促进义务教育均衡发展的有效途径,同时对促进教育事业的健康发展有着举足轻重的作用。我国政府自十九世纪末将薄弱学校的改进正式纳入工作重点之中,并颁布一系列促进薄弱学校发展的政策。薄弱学校整体特征表现为办学条件较差、师生素质相对较低、教育管理不善和教育质量不高,办学效益和社会声望低下。但是不同的薄弱学校具体情况也是千差万别。因此,并没有一种对所有薄弱学校都具有良好改进效果的固定模式。随着社会的发展,人们对薄弱学校的认识更为深刻而全面,不同地区的政府也针对不同的薄弱学校采取行之有效的改进策略。本研究以重庆市“领雁工程”为着眼点,探索其对薄弱学校改进的效果。重庆市是我国中西部地区唯一一所直辖城市,以大农村和大城市并存为显著特点,是西部教育建设高地,同时也是国家统筹城乡改革和发展的前沿阵地。从2000年开始,重庆作为“国家统筹城乡教育综合改革试验区”,重庆教育是中国城乡教育整体改革与发展的转型样板。重庆市在十多年的城乡义务教育改革发展中探索了多种方式调整教育布局结构,加快农村教育的改革发展,以缩小城乡差距为主要目标。“领雁工程”是重庆市为改进农村薄弱学校,实现城乡义务教育均衡发展的重要举措。重庆市“领雁工程”以一百所农村薄弱学校为改进对象,通过与一百所优质学校建构一对一结对帮扶模式。同时通过对薄弱学校教师及管理者进行远程培训、专家指导、外出访学等途径,旨在对薄弱学校的课堂教学改革、校本课程建设、养成教育以及校园文化建设四个方面进行全方位的改革。本次研究选取了“领雁工程”项目学校S小和A中两所薄弱学校为研究对象。通过问卷和访谈两种方式结合对薄弱学校进行了深层次的考察。以“领雁工程”的四个版块的实施效果作为对薄弱学校改进效果的考察标准。两所学校在课堂教学改革、校本课程建设、养成教育以及校园文化建设四个维度上所呈现的效果没有显著差异。“领雁工程”对薄弱学校改进的整体效果较好,但是还没有达到期望值。薄弱学校的课程教学改革力度最大,就课堂教学方式和教学效率的促进效果较为明显,但是对教师专业素质的提升效果并不显著。薄弱学校在构建校本课程时,注重打造丰富多样的课程内容。校本课程的设计上忽视了学校特色的展现,在课程实施之前教师接受的专业指导不够,导致课程实施效果不明显。养成教育实施的效果最为显著,对学生行为习惯和学习习惯的养成取得了很好的效果。校园文化建设方面,薄如学校过多地注重学校外在形象的打造,从而忽视了学校内在文化的积淀。“领雁工程”的顶层设计过于刻板,将会导致学校改进浮于表面,不利于学校改进工作的灵活变通。政府过多的行政参与压缩薄弱学校的自主领导权,致使薄弱学校缺乏话语权;而“领雁工程”的教师培训力度较弱,对教师专业素质的提升没有起到应有的效果。为了更好地使“领雁工程”在改造薄弱学校的过程中取得更好的效果,政府应该明确自身的角色定位,将更多的管理自主权下放给薄弱学校的领导,同时应该加大对教师的培训力度,培训内容应征询教师意愿,有针对性的反映教师的诉求。“领雁工程”在政策制定和实施过程中应注意采用自上而下和自下而上相结合的管理方式,应积极地反映薄弱学校的诉求。
[Abstract]:The existence of a large number of weak schools in China is an indisputable fact. The existence of these schools has seriously affected the balanced development process of compulsory education. Improving the weak schools is an effective way to promote the balanced development of compulsory education. At the same time, it has a light weight to promote the healthy development of education. The government of our country will be thin since the end of the nineteenth Century. The improvement of weak schools is formally included in the focus of work and a series of policies to promote the development of weak schools are promulgated. The overall characteristics of weak schools are poor school conditions, relatively low quality of teachers and students, poor education management and poor education quality, low educational efficiency and low social prestige. But the specific conditions of different weak schools are also Therefore, there is no fixed pattern for all weak schools to have a good improvement effect. With the development of the society, people have a more profound and comprehensive understanding of the weak schools, and the governments in different regions have also taken effective reform strategies for different weak schools. This study is based on the "geese project" in Chongqing. Chongqing is the only city under the central government in the central and western regions of China, which is the only city in the central and western regions of China, which is characterized by the coexistence of large and large cities. It is the highland of the western education and construction, and is also the frontier for the reform and development of urban and rural areas by the state. Since 2000, Chongqing has been the "national co-ordination of urban and rural education". Chongqing education is the transformation model of the overall reform and development of urban and rural education in China. In the course of the reform and development of urban and rural compulsory education in more than 10 years, Chongqing has explored various ways to adjust the structure of education layout, speed up the reform and development of rural education, and reduce the gap of town and town as the main goal. "The project of leading geese" is the Chongqing. The city is an important measure to improve the rural weak schools and realize the balanced development of compulsory education in urban and rural areas. The "leading geese project" in Chongqing is the object of improvement in one hundred weak schools in rural areas. Through the construction of one pair and one supporting mode with one hundred high quality schools, and through remote training to the teachers and administrators of weak schools, the expert guidance, There are four ways to reform the classroom teaching of weak schools, the construction of school-based curriculum, the cultivation of education and the construction of campus culture. This study selects two weak schools in the school of "the leading geese project" in the school S and the two weak schools in the school for the study of the image. Through the questionnaire and interview, it combines the thinner and the thinner. The implementation effect of the four sections of the "leading geese project" is considered as a standard for the improvement of the weak schools. There are no significant differences between the two schools in the four dimensions of classroom teaching reform, school-based curriculum construction, nurturance education and the construction of campus culture. The overall effect of the weak school improvement is better, but it has not yet reached the expected value. The curriculum reform of the weak schools has the greatest strength, and the effect of promoting the classroom teaching methods and teaching efficiency is more obvious, but the effect of improving the professional quality of the teachers is not significant. The design of the school-based curriculum ignores the display of the school characteristics. The teachers' lack of professional guidance before the implementation of the curriculum leads to the lack of the effect of the implementation of the curriculum. The effect of the implementation of the education is the most significant, and the students' behavior habits and learning habits are very good. For example, the school overviews the external image of the school too much, thus neglecting the accumulation of the inner culture of the school. The top design of "the leading geese project" is too rigid, which will lead to the improvement of the school's improvement on the surface and the flexible and flexible work of the school improvement. The school lacks the right to speak, but the teacher training of "the leading geese project" is weak and has no due effect on the promotion of the professional quality of the teachers. In order to make better results in the process of reforming the weak schools, the government should make clear the position of its own role and put more management autonomy down to the thinner. The leadership of weak schools should increase the training of teachers. The content of the training should be consulted by teachers and the demands of teachers should be reflected. In the process of policy making and implementation, the management formula combining top-down and bottom-up should be paid attention to, and the demands of weak schools should be actively reflected.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G527

【参考文献】