根据现代管理理论和组织理论,我们长春一汽实验小学试图寻求一条层次清晰、协调有效、反馈畅通、自我约束的学校管理路子,力求形成富有特色的学校管理机制,在工作中逐步探索出以学年组自治为中心的学校管理模式,并已取得了初步的效果,现就有关事项做简要论述介绍。一、“学年自治”管理模式的提出以往的学校管理往往对学年组的重视不足,学年组的管理层位过低,不利于沟通和反馈。学校管辖幅度过大,对学年组管理缺乏力度。在学校整体推进素质教育的同时,我们感到学校的改革措施对每位教师的作用显得不够有利,这表现在认识上和行动上的滞后。为改变这一现象,学 According to modern management theory and organizational theory, we Changchun FAW Experimental Primary School try to find a clear, coordinated, effective, smooth flow of feedback, self-restraint in school management and strive to form a distinctive school management mechanism, and gradually explore the work of the school year group Autonomy as the center of the school management model, and has achieved initial results, the relevant issues are briefly discussed. I. Proposed Management Model of “School Year Autonomy” In the past, school administration tended to pay insufficient attention to the school year group, and the management team in the school year group was too low, which was not conducive to communication and feedback. School jurisdiction is too large, the lack of strength management of the school year. While promoting quality education in schools as a whole, we feel that the reform measures at schools are not beneficial to every teacher. This shows both in knowledge and in action. To change this phenomenon, learn