本文選題：領(lǐng)雁工程 + 薄弱學(xué)校　； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：我國存在大量的薄弱學(xué)校已是不爭的事實,這些學(xué)校的存在嚴(yán)重影響了義務(wù)教育的均衡發(fā)展進(jìn)程。改進(jìn)薄弱學(xué)校是促進(jìn)義務(wù)教育均衡發(fā)展的有效途徑,同時對促進(jìn)教育事業(yè)的健康發(fā)展有著舉足輕重的作用。我國政府自十九世紀(jì)末將薄弱學(xué)校的改進(jìn)正式納入工作重點之中,并頒布一系列促進(jìn)薄弱學(xué)校發(fā)展的政策。薄弱學(xué)校整體特征表現(xiàn)為辦學(xué)條件較差、師生素質(zhì)相對較低、教育管理不善和教育質(zhì)量不高,辦學(xué)效益和社會聲望低下。但是不同的薄弱學(xué)校具體情況也是千差萬別。因此,并沒有一種對所有薄弱學(xué)校都具有良好改進(jìn)效果的固定模式。隨著社會的發(fā)展,人們對薄弱學(xué)校的認(rèn)識更為深刻而全面,不同地區(qū)的政府也針對不同的薄弱學(xué)校采取行之有效的改進(jìn)策略。本研究以重慶市“領(lǐng)雁工程”為著眼點,探索其對薄弱學(xué)校改進(jìn)的效果。重慶市是我國中西部地區(qū)唯一一所直轄城市,以大農(nóng)村和大城市并存為顯著特點,是西部教育建設(shè)高地,同時也是國家統(tǒng)籌城鄉(xiāng)改革和發(fā)展的前沿陣地。從2000年開始,重慶作為“國家統(tǒng)籌城鄉(xiāng)教育綜合改革試驗區(qū)”,重慶教育是中國城鄉(xiāng)教育整體改革與發(fā)展的轉(zhuǎn)型樣板。重慶市在十多年的城鄉(xiāng)義務(wù)教育改革發(fā)展中探索了多種方式調(diào)整教育布局結(jié)構(gòu),加快農(nóng)村教育的改革發(fā)展,以縮小城鄉(xiāng)差距為主要目標(biāo)�！邦I(lǐng)雁工程”是重慶市為改進(jìn)農(nóng)村薄弱學(xué)校,實現(xiàn)城鄉(xiāng)義務(wù)教育均衡發(fā)展的重要舉措。重慶市“領(lǐng)雁工程”以一百所農(nóng)村薄弱學(xué)校為改進(jìn)對象,通過與一百所優(yōu)質(zhì)學(xué)校建構(gòu)一對一結(jié)對幫扶模式。同時通過對薄弱學(xué)校教師及管理者進(jìn)行遠(yuǎn)程培訓(xùn)、專家指導(dǎo)、外出訪學(xué)等途徑,旨在對薄弱學(xué)校的課堂教學(xué)改革、校本課程建設(shè)、養(yǎng)成教育以及校園文化建設(shè)四個方面進(jìn)行全方位的改革。本次研究選取了“領(lǐng)雁工程”項目學(xué)校S小和A中兩所薄弱學(xué)校為研究對象。通過問卷和訪談兩種方式結(jié)合對薄弱學(xué)校進(jìn)行了深層次的考察。以“領(lǐng)雁工程”的四個版塊的實施效果作為對薄弱學(xué)校改進(jìn)效果的考察標(biāo)準(zhǔn)。兩所學(xué)校在課堂教學(xué)改革、校本課程建設(shè)、養(yǎng)成教育以及校園文化建設(shè)四個維度上所呈現(xiàn)的效果沒有顯著差異。“領(lǐng)雁工程”對薄弱學(xué)校改進(jìn)的整體效果較好,但是還沒有達(dá)到期望值。薄弱學(xué)校的課程教學(xué)改革力度最大,就課堂教學(xué)方式和教學(xué)效率的促進(jìn)效果較為明顯,但是對教師專業(yè)素質(zhì)的提升效果并不顯著。薄弱學(xué)校在構(gòu)建校本課程時,注重打造豐富多樣的課程內(nèi)容。校本課程的設(shè)計上忽視了學(xué)校特色的展現(xiàn),在課程實施之前教師接受的專業(yè)指導(dǎo)不夠,導(dǎo)致課程實施效果不明顯。養(yǎng)成教育實施的效果最為顯著,對學(xué)生行為習(xí)慣和學(xué)習(xí)習(xí)慣的養(yǎng)成取得了很好的效果。校園文化建設(shè)方面,薄如學(xué)校過多地注重學(xué)校外在形象的打造,從而忽視了學(xué)校內(nèi)在文化的積淀�！邦I(lǐng)雁工程”的頂層設(shè)計過于刻板,將會導(dǎo)致學(xué)校改進(jìn)浮于表面,不利于學(xué)校改進(jìn)工作的靈活變通。政府過多的行政參與壓縮薄弱學(xué)校的自主領(lǐng)導(dǎo)權(quán),致使薄弱學(xué)校缺乏話語權(quán);而“領(lǐng)雁工程”的教師培訓(xùn)力度較弱,對教師專業(yè)素質(zhì)的提升沒有起到應(yīng)有的效果。為了更好地使“領(lǐng)雁工程”在改造薄弱學(xué)校的過程中取得更好的效果,政府應(yīng)該明確自身的角色定位,將更多的管理自主權(quán)下放給薄弱學(xué)校的領(lǐng)導(dǎo),同時應(yīng)該加大對教師的培訓(xùn)力度,培訓(xùn)內(nèi)容應(yīng)征詢教師意愿,有針對性的反映教師的訴求�！邦I(lǐng)雁工程”在政策制定和實施過程中應(yīng)注意采用自上而下和自下而上相結(jié)合的管理方式,應(yīng)積極地反映薄弱學(xué)校的訴求。
[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.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G527

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