学校管理经验材料——洛宁县王范回族镇王东小学

学校管理经验——洛宁县王范回族镇王东小学 学校管理经验材料 ——洛宁县王范回族镇王东小学 洛宁县王范回族镇王东小学是一所创办于1903年的百年老校～历史悠久～文化积淀深厚。现有41个教学班～2600名学生～90名教职员工。近年来～在各级领导的关心支持下～学校不断加大教育投资力度～改善校园环境～营造育人氛围～装配教育多媒体设备～推动教育教学质量稳步提升～先后荣获“洛阳市依法治校先进单位”、“洛阳市规范化学校”、“洛阳市教育系统先进集体”、“洛阳市师德师风先进学校”、“洛宁县教育系统先进集体”等荣誉称号。 特色课程提素质 学校特色是学校的积淀、学校的品牌～也是学校的魅力和生命力所在。为提升学校办学水平～创建特色学校～我校大力开展特色教育活动～着力于学生的全面发展和自我发展～开设了多元化特色课程～充分挖掘学生的潜力～拓宽学生实践空间～让每个学生享有选择的权利～享有成功的喜悦～真正为学生的发展服务。 一、目标和任务: 特色教育的目标:?立足于学生发展～把发展学生的个性特长作为重要的教育目标～让学生获得特色课程的自主选择权。课程建设也是教师发展的载体～通过教师参与课程建设过程～提升课程建设水平～促进教师的专业自主发展。?以建设优质特色课程资源的共享机制为重点～综合开发和利用本校特色课程资源～在实践研究中创新～完善学校的课程体系～通过资源共享实现学校的均衡发展和多样发展。 特色教育的任务:通过开展特色课程～使广大师生扩大视野～增长知识～动手动脑～培养能力～发展个性～增进身心健康～促进学生整体素质全面、和谐、健康地发展。 二、方法与步骤: ,一,成立组织 为了使特色教育活动扎实有效地开展～我校成立了领导小组。校长李志朋全面负责～业务副校长协调、督促实施～教导处具体负责开展活动～制定计划、实施方案～总务处加大专项经费投入～以保障特色学校创建工development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre 作顺利进行。 ,二,我校采取了年级及班级两级兴趣小组。在年级兴趣小组中开设了剪纸、健美操、腰鼓、绘画、手工制作、手指操、古诗文诵读等兴趣小组,班级开展有朗诵、猜谜语、成语接龙、下棋、书法、儿歌等兴趣小组。根据学生的年龄特点和身心发展规律～有目的、有计划地开展活动。 ,三,活动课程作为一种新的课程形式～必须通过严格的管理～才能使其逐步纳入规范的轨道。因此～我们制定了“三定、三有、三结合、三坚持”的。 三定:一定时间,二定地点,三定小组成员。年级课程采用打乱原班级界限～依学生兴趣、特长划分小组进行活动的编班方式。 三有:一有辅导教师,二有教学计划,三有活动记录。学期末～对学生兴趣小组活动成绩采用才艺展示的方法～并适当给予师生奖励。 三结合:第一～两种课程结合。使学科课程和兴趣小组活动相互补充～互相渗透形成整体～做到基础与特长并进。第二～课堂内外相结合～校内校外结合。第三～活动评价与学科课程评价相结合。 三坚持:一、坚持每周活动～二、坚持自由选项～三、坚持科学辅导。 ,四,班级与年级特色课程相结合 以班级为单位～要求学生全员参与。针对学生不同的年龄特点～开展不同的活动。主要目的是培养学生兴趣～创造实践机会～提高动手能力。 一年级以简笔画、儿歌、音乐律动等活动为主,二年级以手指操活动为主,三年级以手工制作为主,四年级以折纸、绘画为主,五年级以下棋、奥数为主,六年级以剪纸、书法为主。 ,五,我校一直注重开展特色教育～针对县教育局的活动要求～发动全校学生积极参加经典诵读活动～分年级规定具体的诵读内容:一年级为《弟子规》～二年级为《三字经》～三年级为《千字文》～四年级为《增广贤文》～五年级为《笠翁对韵》～六年级为《治家格言》。在古诗文的渲染下～儒雅的气质在师生的身上正逐渐有所体现～班风班貌正在悄然发生变化。课堂上～活动中～校园外～经常会注意到一些同学在特定情境触发下～古诗文脱口而出～学生语言能力明显提高。校园文化氛围日渐浓厚。古诗文的浸润～使师生更儒雅～更文明～更有书卷气。另外～我校利用六一儿童节、校园开放日等节日开展书法、绘画、手抄报、小制作等活动～同时通development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre 过作品展示～比赛评选～层层选拔优秀苗子～进行强化训练～参加县市各项比赛。活动重在根据学生素质培养特长,重在感性～培养学生实践能力、动手能力和创造能力,重在发展个性、因材施教～让学生各展其能。 三、活动成果 通过本学年的兴趣小组活动～我校学生在参与活动中～培养了动手、动脑能力～发展了兴趣和特长,在洛宁县春季运动会开幕式中～经典诵读武术操表演赢得了领导及社会各界的一致好评。学校还举办了数次手抄报竞赛和书画展览～并录制了专片在洛宁电视台播放～引起社会各界强烈反响。 校园文化育思想 为保证教育工作的可持续发展～学校大力开展校园文化建设工作～以“礼”为主题～确立“以物质文化建设为依托～以精神文化建设为核心～以制度文化建设为保证～以行为文化建设为目标”的建设思路～制定“倡导特色～活动引领～学科渗透”的工作方法～初步形成了良好的育人环境。 一、物质文化建设方面 我校以“环境优美～文化浓厚”为目标～遵循“设计科学、规划合理、经济实用、整洁舒适”的原则～建设校园环境。校园规划、教室布臵、橱窗黑板的设计和管理～都体现了知识性与教育性～努力让学校的一草一木一石一事都成为教育资源。 为美化校园～我校全体教师～自己动手～绿化、美化校园～给草、木、花、树配以简介、诗词、人性化标语～让草、木、花、树“说话”,校门口设臵了荣誉墙～开辟了校训、校风、教风、学风、校长寄语、师生誓词专栏及学校简介、礼的起源、礼仪常识、安全专栏等～在东教学楼四楼设计张贴科技系列标语～三楼设计张贴唐诗系列标语～二楼设计张贴励志系列标语～一楼设计张贴经典诵读系列标语和礼仪歌谣、礼仪故事～每层楼两头和走廊设计张贴安全系列标语。西教学楼一楼设计安装河洛文化教育版面～二楼设计安装礼仪文化教育版面～三楼设计安装励志标语～四楼设计安装国内十大名校以激励学生～楼外安装两幅铁字大标语～七块育人版面～东校园设臵少先队雕塑～西校园设臵“向科学进军”雕塑～校园地面绘制中国地图、河图洛书～南墙绘制体育运动项目图画～西北角设计制作书法苑～校园安装四米不锈钢文化长廊两个～三米宣传栏两个～大型不锈钢标development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre 语牌五个～厕所安装带动物图案人性化标语30块。 同时～人人参与～构建各具特色的班级文化。在老师的指导下～学生自主设计的班级环境～凸现出班级特色和散发出浓郁的文化气息～彰显个性的班风折射出班级特色, “心里话” “班级之星” “巧手慧心”“瞧我多棒”“智慧树”等等～展示学生的个性、才华。润物细无声～墙壁会说话～花草也赋诗～设施能启智～学校的一草一木、一砖一瓦都成为知识的载体。各班充分利用班级图书角、班级黑板报、文化长廊等校园文化载体～营造浓厚的书香氛围。形成了良好的育人氛围。 二、 精神文化建设方面 学校对教师倡导“三心”:带着信心工作享受成功,带着爱心工作享受快乐,带着净心工作享受和谐。信心是工作的基础～爱心是工作的保证～净心一方面指冷静面对物质社会的诱惑～坚守教育净土～另一方面也指廉洁之心～廉洁从教。 为贯彻落实“三心”思想～我校印制了教师礼仪常识～小学生礼仪题库等～教给师生具体的礼仪知识～同时～在反复征求意见的基础上～我校设计了校徽～校徽外圈白底黑字显示学校名称～寓意黑白分明～主体为黄底～寓意根植黄土地～图案为王东小学拼音第一个字母拼出的一个人奔跑的时尚造型～底部象高山～寓意勇攀高峰～中间为绿芽～寓意珍爱生命～上部象花环～寓意学生是祖国的花朵。 学校利用每周一升旗仪式这个全校集会的机会～让教师和学生交流读书心得、感悟。教师以教研组为单位～按周次轮换～每周推选一名教师与升旗班级一起做国旗下讲话～与学生共同交流自己的读书心得。这种形式的开展有力的调动了师生读书的积极性。 学校在学生中进行了“我心目中的好老师”征文活动～通过这样的征文发现了许多默默耕耘、无私奉献的感人的教师事迹～并倡导了优良的师德师风～树立师德典范。 学校还在全体教师中开展“师德师风演讲会”活动～在激情的气氛中～教师们深受鼓舞。其中张平、贠会智老师的先进事迹被选送到县教育局参加师德楷模评选活动。 三、制度文化建设方面 礼仪教育在师范教育、学校教育中口号多～实践少～由此我校编印了development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre 《王东小学教师礼仪常识》教给师生具体的礼仪知识～并修订了《王东小学教师“八要”“八不准”》、《教师誓词》、《学生誓词》、《师德师风承诺书》等～完善了《班级评比制度》、《优秀班主任》、《评选先进教师制度》等。同时征集、整理教师禁语50条～艺术语言40条～每个教研组一份～通过此项活动使每位教师知道了应该怎样说～怎样做～每位教师在此项活动中都有所感悟。 为了把学生的习惯养成落到实处～学校结合本校实际编辑撰写《王东小学学生管理手册》～通过《小学生守则》《小学生日常行为规范》《小学生礼仪常规》的实施及校规、班规的制订与实施～使学生熟知并达到学校生活中具体的行为要求。 四、行为文化建设方面 著名教育家叶圣陶曾经说过:“积千累万～不如养个好习惯。” 可见习惯是如何重要～学生一旦形成不良生活习惯～在学习中～在生活中～甚至在今后的人生道路上～都很难让他人接受～从而处理不好人际关系。儿童良好的学习习惯更是重要～成绩好的学生和成绩差的学生最大差别～就是他们学习习惯的差别。一个人良好的学习习惯～会让其受益终身～而不良的学习习惯～会使一个孩子一直都碌碌无为。 我校建立奖惩与激励机制～并及时分析总结学生品德行为的成功经验与失败教训～杜绝不良行为的发生～形成“他律”。有了严格的他律～还辅之以受教育者的内心自律。因为一个良好言行习惯的养成通常都需要经过自觉地练习和实践才能定型。我们鼓励并提倡学生进行自我教育～通过树立榜样～创设条件～开展故事会等让学生在实践中懂得人要做自己言行习惯的主人而不是奴隶。 行为文化建设上～首先与大课程结合起来～否则很大程度上成为摆设～与德育课程结合～开展“五小”公民道德建设计划即:在家庭做孝顺父母、关心亲人、勤俭节约、热爱劳动的“小帮手”,在社会做热爱祖国、文明礼貌、诚实守信。遵纪守法的“小标兵”,在学校做团结友爱、互相帮助、尊重他人、善于合作的“小伙伴”～在社区和公共场所做爱护公物、讲究卫生、保护环境、遵守秩序的“小卫士”,在独处时做胸怀开阔、心理健康、勤奋自立、勇于创新的“小主人”。与智育课程结合开展英语角、写字课、征文活动～绘制迷宫～让学生益智的同时明白人生没有困境～没有绝境～只要用心～选择有多种。与体育课程结合～开展阳光体development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre 育活动～绘制4个九天空～倡导跳绳等多种游戏～坚持一天两次眼保健操～两次广播体操锻炼～保护学生视力～强健学生身体。与美育课程结合～我们设臵涂鸦墙～举行画展～设计个性化班级。抓好周会课～每周一总结。同时～学校把学生活动情况作为“文明班”评比的重要条件进行量化～有力的保障了校本课程的实施～规范了学生行为～也规范了学校的办学行为。师生的精神面貌大有改观。 学校还在校内开展“礼仪标兵评选”活动、“礼仪知识竞赛”活动～并制定各种各样的有关礼仪知识的板面在校内悬挂张贴～创设良好的育人氛围～形成了良好的育人环境。 阳光体育健身心 为贯彻国家教育部《关于进一步加强学校体育工作～切实提高学生身体素质的意见》精神～我校根据洛宁县教育局文件精神,严格确保学生在校有一小时的锻炼时间～积极开展阳光体育大课间活动,大课间活动在音乐伴奏的指令下～学生完成整队、入场、眼睛保健操、广播操、武术操、兔子舞、韵律操、集合、退场等活动环节～做到了有动有静。通过大课间活动促进了我校校风的建设～规范了学生的行为习惯～使学生身心得到了全面的锻炼和发展 一、统一思想提高认识 通过学习～学校领导和全体老师对开展大课间活动的意义有了清楚的认识～明白了“阳光体育大课间活动”是对传统课间操的继承和发展～是巩固和扩大体育锻炼效果～增强学生身心素质的重要组成形式,是校风校纪的集中反映～是学校管理水平的集中体现,是培养学生德、智、体、美全方位素质和谐发展的极佳途径。学校本着“一切为了学生的可持续发展”的理念～切实加强体育工作～促进学生身心健康和谐发展。 在统一思想认识的前提下～全校师生齐努力～上下一股劲～心往一处想～把活动内容安排得更丰富～把活动开展得让学生更开心。 二、把阳光体育大课音活动抓好抓实 学校把抓好大课间的工作～视为学校管理的重要环节。专门成立了以校长任组长的大课间活动工作领导小组。每学期开学初都要召集专题会议～认真研究学校体育工作～要求阳光体育大课间活动工作要上档次、上水平。为了保证阳光体育大课间活动工作正常高效运作～确保新生尽快学会阳光development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre 体育大课间活动的内容～除正常上课教学外～还利用课外活动时间加强阳光体育大课间活动的练习。校领导带头坚持到大课间体育活动第一线～言传身教动员全校师生一起参与大课间体育活动。 三、建章立制、规范管理 为了保证阳光体育大课间活动质量～让大课间活动的开展持之以恒～学校组成专门的阳光体育大课间活动检查评比小组～建立学生检查制,政教处、班主任督促制,体育老师指导制,活动评比制,制定出切实可行的检查评比细则～对阳光体育大课间活动进行不间断的全面检查与评比～定期公布～及时表彰～把大课间的开展情况作为文明班评选的的重要依据～确保大课间活动长期顺利地开展下去。集中练习时～学校统一规划活动的内容、区域～听从指挥～统一动作～对学生进行安全教育～各班活动时要做到有人跟班～督促学生注意安全。 完善的为大课间活动的规范开展起到了决定的作用。因为有了制度的约束～全校老师人人自觉参于活动～个个主动参于管理,因为有了老师的参于～全体学生热情高涨。 四、精心设计、强化训练 学校本着健康第一和把快乐还给学生的原则～创造和谐师生关系的指导思想设计了我校的阳光体育大课间活动。我们活动的目的是让每个学生都能以健康的心理、强健的体魄、高昂的热情去迎接光明的未来。整个活动30分钟～全程由程控音乐分区播放统一指挥～整个活动由眼睛保健操、小学生广播体操、自编武术操、兔子舞和韵律操等组成。同时～为确保学生营养改善计划能够顺利实施～我们为各时间段音乐定义了不同的含义～在大课间期间～既能保证营养餐顺利发放～也能让学生分级分时间段上厕所～不致于过于拥挤～同时也不耽误阳光体育大课间的活动～整个活动呈现出形式多样、井然有序、有条不紊、多管齐下的特点。 “只管耕耘～不问收获～自有收获。”在以后的道路中～王东小学将不断深化教育改革～提高管理水平～营造校园文化氛围～以崭新的姿态～朝着教育现代化的目标迈进。 development in order to protect a host of attractions and historical sites, as well as to maintain the economic vitality of the downtown area. Figure 5.1-5 figure 5.1.4 Washington mass transit network to support implementation of effective transport demand management policies to reduce urban traffic congestion and public transport priority was in the early 1960 of the 20th century by the planners first proposed in Paris, France, and in Europe and other major cities to operate has been the formation of the rich content system. Public transport priority consists of two aspects: one is on the bus to help. ... 5.1-7 Park and ride systems 5.1.5 typical case Hong Kong-Japan Sapporo, Sapporo is a Japan Hokkaido central parts of cities, Japan's fifth largest city. Area of 1121km2 in the city, a population of 1.921 million. In addition is the administrative center of Hokkaido, Sapporo is Hokkaido's industrial and commercial center, in 1972, hosted the 11th Winter Olympic Games. 3 JR Sapporo rail transit line 3 metro and 3 tram lines, Sapporo in the urban development process combined with Center of construction of subway construction and residential development, and support the development of the region. Prior to 1971, Sapporo, Japan Hokkaido local Centre in the urban development process, in response to the rapid growth of the city centre traffic demand, building trams. 1981 years ago for holding the winter Olympic Games as an opportunity to start building connected to the venue and the city centre