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我国中学的管理体制,长期以来存在两大弊端,从上层看是党政不分,以党代政,校长有职无权,影响了决策层次职能的发挥;从下层看,教师以学科为中心组成的教研组不利于学校培养全面发展人才的总目标的实现。党的十一届三中全会后,特别是《中共中央关于教育体制改革的决定》发表后,一些学校首先对领导层次进行了改革,实行了校长负责制,在教学管理组织改革上虽然还没引起足够重视,但变教研组为学年组已成为一种发展趋势。据伊春市1984年上半年统计,全市建学年组的中学仅有5%,1985年底则上升为15%,1986年连市里两所省重点中学也把教研组改为学年组。一个学校的管理体制的改革必须全面进行,只搞领导层次的的改革,不搞执行层次的改革是不行的,因为
There are two major drawbacks to the management system in secondary schools in our country for a long period of time. From the upper level, the party and government are divided equally, the party is in charge of politics and the president has the right to work, which affects the function of the decision-making level. From the lower level, the teacher is subject-oriented The formation of teaching and research group is not conducive to the school to achieve the overall goal of developing qualified personnel. After the Third Plenary Session of the Eleventh Central Committee of the Party, especially after the publication of the CPC Central Committee’s Decision on the Reform of the Education System, some schools first conducted reforms on the leadership level and implemented the principal responsibility system. Although not yet on the reform of the teaching management organizations Aroused enough attention, but change teaching research group for the school year group has become a trend. According to the statistics of Yichun City in the first half of 1984, only 5% of the secondary schools in the school year and 15% in the end of 1985 also changed the teaching and research section into the year group in 1986 even in the two key high schools in the city. The reform of the management system of a school must be conducted in an all-round way. It is not possible to engage only in the reform at the leadership level and to carry out the reform at the executive level