Strive to realize the ideal of running a school with a win-win situation for teachers and students.
Harbin no.49 high school
Feng Hua
I graduated from Chinese Department of Harbin Normal University 1977. After teaching for more than 30 years, I have gradually grown from an ordinary Chinese teacher to a special middle school teacher and principal. 1997, when the development of Harbin No.49 Middle School was at a low point, I came to No.49 Middle School. For more than ten years, with the aim of improving the quality of education and teaching, I have led the faculty and staff of the whole school to realize the leap-forward development of the school from the trough to the peak through hard work: 49 middle school, which was once neglected, has developed from a dilapidated small school building to a spacious and bright school with high standards; The number of students has increased from 703 to 2,300, and the number of teachers has been condensed from the loss of backbones and scattered people into a team with abundant talents, pursuit of progress and unity and cooperation. Education and teaching achievements jumped from the penultimate city middle school in the whole region to the forefront of the whole region.
With the increasing prestige of the school, many colleagues in the education field are asking about the leap-forward development of 49. What is a "real classic"?
Looking back on my career of running a school for more than ten years, I am most impressed that the headmaster should not pursue vigorous running a school, but should be down-to-earth, that is, return to the true nature of education: pay attention to the team, routines, processes and details, and really improve the quality of education and teaching. Only in this way can students, parents, society and people be satisfied with education.
First, take team building as the top priority of school work.
(A) enhance confidence, clear development direction
Grasping the team building is the eternal theme of the principal's running a school. 1997 When we first arrived at No.49 Middle School, the biggest difficulties before us were the distraction of people, the loss of key teachers, the transfer of outstanding students, the lowest educational and teaching achievements since the establishment of No.49 Middle School, and the teachers' loss of confidence in the development of the school (for example, the teachers said ...). Therefore, it is imperative that we strengthen our confidence, lead the students of No.49 Middle School out of the trough, and let all the teachers and students look up and walk. So, how to enhance confidence? On the one hand, we can stimulate teachers' enthusiasm by grasping the bright spots in the development history of "49 Middle School". For example, before 1997, No.49 Middle School not only trained Luo Wei, the international mathematical olympiad champion, but also trained Ye Sen, the international English proficiency test champion. These two international gold medals are the only winners in Heilongjiang province, and in the past history of running a school, the educational and teaching achievements of No.49 Middle School have been in the forefront of the whole region. This shows that the foundation of running a school in 49 is very good. So, at the general meeting of the whole school, I counted all the educational and teaching achievements of the school in the past, analyzed the reasons for the achievements, and vigorously rendered the advantages of the school's teaching staff; Through school-wide discussions, seminars and speeches, we will vigorously publicize the advanced deeds of famous teachers such as Faye Wong and Sun Shulan. Through the development of this series of activities, we can arouse teachers' positive emotions, cheer up their spirits, regain their self-confidence, pursue progress, overcome difficulties and better complete the education and teaching tasks while feeling the honor of the past.
On the other hand, while enhancing confidence, guide every teacher to determine a direction suitable for their own development and a goal for it, so that they will have the motivation to do their job well, and teachers will do their job well and the quality of education and teaching will be improved. From 65438 to 0999, the school made a three-year development plan for 49 middle schools, and clearly put forward the development idea of "teacher development-student development-school development" and the development goal of "realizing the leap-forward development of the school within three years-becoming the first-class school in the city". In order to achieve this goal, first of all, the leading group takes the lead in setting an example. On the basis of determining the development goal of the leading group, each member of the leading group gives a self-defined development goal (the level and development direction achieved in three years), and at the same time establishes a "growth book" for each teacher at different levels (national, provincial, municipal, district, school backbone and ordinary teachers). In the growth book, there is a personal three-year development plan (in the plan, each teacher carefully analyzes his own strengths and weaknesses, the reasons for the deficiencies, and on the basis of careful analysis, formulates his own personal development plan and development goals, and writes his own improvement measures, including learning methods, contents, and teachers who want to be tutors. ), and there are all kinds of educational plans, summaries, learning experiences, lesson plans, educational cases, reflection materials and so on. Educational and teaching documentaries, etc. It also includes a summary of student evaluation and parent evaluation for each semester. Before the start of each semester, the school should show the teacher's "growth book" at a glance. It can be said that "Teacher's Growth" is a comprehensive material bag that reflects the process of teacher's growth, is the evidence of teacher's growth, and is also an effective carrier to encourage teachers' independent development. Because of the growth book, teachers can learn from each other in the process of growing up with others, reflect on their own shortcomings in time, and soon form an atmosphere of comparison, learning, catching up and helping among teachers (for example, teachers help each other and learn from each other), and enhance their awareness of independent learning and development.
The teacher's enthusiasm for work urges me to be more strict with myself. I constantly strengthen my study. In addition to adhering to the teaching theory of self-study education and participating in class evaluation activities, I have participated in the advanced seminar for principals of the Ministry of Education organized by the Municipal Education Bureau twice, participated in the training for principals of the National Education Administration College and the training for provincial backbone principals, and never gave up any learning opportunity. Through learning, we will constantly improve our macro-thinking ability, scientific decision-making ability and organizational management ability, and enhance the management awareness, brand awareness and curriculum leadership of modern principals. Every time you come back from study, you should convey the cutting-edge ideas of curriculum reform, the practical experience of your brother schools and your own learning feelings to the teachers in time through special lectures, thus forming a good situation for teachers to study educational theories, study teaching methods and explore teaching rules (for example, online forums: the standard of a good class, how to improve the classroom. Lay the foundation for teachers' independent development.
(B) the whole chapter organizational system to build a practical platform
In order to improve teachers' teaching ability as soon as possible, on the basis of making school development plans and teachers' personal development goals, in 1999, according to the actual situation that school teachers are young (average 35 years old) with weak teaching ability and insufficient teaching experience, a series of plans to improve teachers' teaching ability and a series of teaching routine management systems (with system establishment) are formulated. It is clearly stated in the "Program" that "in three years, we will build a new team of teachers with new ideas, vitality, courage to explore, follow laws, understand theories, broad and solid knowledge, master modern teaching techniques and means, use flexible and diverse teaching methods, and have distinctive teaching patterns and personalities". This teacher development goal. In order to realize the development of teachers, the plan is divided into three stages. The first stage is "Teaching Ability Appraisal Activity Plan", which lasted from September 65438+ in 0999 to October 65438+ in 2000.
The second stage: teaching ability training plan, March 2000-February 2000.
The third stage: from March 2002 to June 2002, the activity plan of teaching ability achievement appraisal.
Among them, the "Teacher Teaching Ability Appraisal Activity Plan" stipulates that the appraisal of teachers' teaching ability is mainly carried out from the following six aspects (emphasizing teachers' six abilities)
1, syllabus, teaching materials, teaching reference
Step 2 solve the problem
(1) For each question, in addition to the standardized problem-solving process and correct answers, it is also necessary to indicate the key knowledge points, problem-solving ideas and matters needing attention in words at the problem-solving place.
(2) Progress: Solve 5 problems every day, and solve them in synchronization with the teaching content.
(3) difficulty: easy: medium: difficult 2: 2: 1 "
(Note: Focus on the intention of solving problems-the teachers in this school have been solving problems for ten years. At that time, the purpose of teachers' problem solving was determined. First, teachers' problem-solving ability is improved by solving problems, and teachers are promoted to master problem-solving ideas, key points, difficulties and problem-solving skills; The second is to guide teachers to study teaching materials and improve teaching pertinence and classroom teaching efficiency; Third, and most importantly, through solving problems, we can understand the difficulties of students in solving problems from the perspective of teachers and realize the purpose of reducing the burden. The problem-solving of teachers in this school has developed into hierarchical problem-solving: new teachers solve 5 problems every day; District-level backbone teachers answer Chinese examination questions (nationwide) and analyze the basis and intention of the joint examination of disciplines; Adaptation of key teachers at or above the municipal level. The purpose of solving problems at different levels is mainly to broaden teachers' knowledge horizons, so that teachers can feel the educational trends and cutting-edge information all over the country under the background of the new curriculum through solving problems, and establish new educational concepts while improving their abilities. )
3. Scientific research
4. Oral English class
(1) Know what to say: (Prepare lessons collectively and study lobbyist content)
(2) Learn to speak (whole school speech contest)
5 Teaching design-preparing lessons and teaching plans
6, the use of modern teaching technology. (Effective use of media)
The first phase is planned to run for one semester to improve teachers' teaching ability while students' grades are obviously improved. Therefore, the second phase is planned to start the "Teaching Ability Training Activity Plan" for two years.
This project is a training form of continuing education. It is the key sub-plan and the core of the whole "system plan". In this sub-plan, we should take various forms of activities to develop, exercise and improve teachers' educational ability, and increase the training of teachers. After the completion of the first phase of the project, front-line teachers have initially determined their teaching ability. In the second stage of the plan-teaching ability training, each teacher carries out targeted training according to his own specific situation, and gives full play to the role of "making contributions before class and making achievements during class".
The operation of the project mainly starts from the following four aspects and works hard in ten links:
1. Change your mind. Get rid of the old concept of "one-time education" and establish a new concept of lifelong learning.
2. Update your knowledge. Updating knowledge should not simply pursue "quantity", but also pay attention to knowledge structure, referring to the processing, processing, packaging and reorganization of original knowledge.
3. Improve innovation ability. Reducing the phenomenon of repeating yourself or others in class can find problems, ask questions, solve problems and find new problems in teaching activities. Pay attention to three aspects: innovation passion, imagination and scientific spirit, and cultivate your innovation ability.
4. Combining teaching practice with scientific research. Teaching and research ability has become an essential quality for modern teachers. The synchronization of classroom teaching and teaching research is conducive to the timely transformation of teachers' continuing education achievements into teaching work and improving the quality and efficiency of education.
Work hard on fifteen teaching links, focusing on three links:
1. Use "teaching case teaching method" to train teachers. This is the most direct and effective way to train teachers. We carry out teaching case studies of different disciplines: first, we study and analyze successful teaching cases; Second, choose a representative to try, dissect one or two teaching cases, and study from the aspects of teaching content, teaching methods, student activities, question selection and questioning skills. This paper discusses how to improve the efficiency of classroom teaching, and makes a detailed analysis of the problems existing in classroom teaching: concepts and knowledge. )
2. Understand the students and guide them from learning to learning. To make students "learn" requires teachers to make great efforts: the guidance of learning methods, the design of teaching activities, and the cultivation of practical ability. , such as Chinese ancient poetry appreciation method guidance, reading method guidance, physical chemistry organization students to participate in practical activities closely related to life)
3. Be able to master the skills of introducing new lessons and summarizing in class. (Introduction design: suspense introduction, question introduction, situation introduction, summary design: summarizing results, combing knowledge, designing problems, etc. Carry out the "microteaching" competition)
The third stage: "Teaching ability achievement evaluation activity plan" Time: one year. This year, the teacher requirements of the first and second programs were tested through educational and teaching practice activities, and the teachers were evaluated at the same time.
(C) strengthen management, timely evaluation, and promote the growth of teachers.
At the end of each semester, teachers should conduct self-evaluation according to their own development plan and the requirements of the school series training plan. The evaluation methods are: 1, self-reflection evaluation of teachers, 2, guidance evaluation of academic affairs office; 3, the leadership spot check evaluation; 4. Parents' evaluation; 5. Peer evaluation;
Selection and assessment of backbone teachers: adopt a dynamic operating system of four-level positioning in-school teaching, that is, qualified-backbone-subject leader-provincial and municipal famous teachers. These four levels can be promoted, demoted, re-elected and skipped, but they cannot be lifelong. After serving for a period of time, they will be assessed according to the standards of each class, and then re-employed or appointed according to the assessment results. The evaluation of this attention process is both an incentive and a spur to the growth of teachers (many teachers who didn't like learning before began to take the initiative to study in class, and began to prepare lessons seriously when teaching was not serious, for example, when the teacher-student relationship was tense, they began to change their education methods).
The implementation of "growth book" and "plan" has promoted the growth of teachers and the rapid improvement of school education and teaching achievements. In the senior high school entrance examination in 2002, the school's teaching achievements were greatly improved, with two of the top three in the city, of which Sui Yuxuan was the first in the senior high school entrance examination. The improvement of educational and teaching achievements has not only brought a sensational effect to the school, but also added impetus to the independent development of school teachers, and also achieved the development goal of the school becoming one of the first-class schools in the city.
Two, the daily management as an important guarantee to improve quality.
1, update the routine management content according to the requirements of the new curriculum reform.
The core task of curriculum reform is to reduce the burden and increase efficiency, and improve the quality of education and teaching in an all-round way. The key to improve teaching quality is to improve classroom teaching efficiency. Therefore, whether teachers' process work such as preparing lessons, attending lectures, correcting, counseling, assessment and evaluation meets the requirements of the new curriculum directly affects the effect of curriculum reform. In practice, on the one hand, the school puts forward the quality slogan of starting with routine, process and detail, on the other hand, it actively adjusts some contents in the traditional teaching routine management that are not suitable for the new curriculum requirements; For example, in preparing lessons, we have always emphasized "three decisions" and "four unifications". This lesson preparation mode embodies the unified requirements of traditional teaching, but ignores the differences of students. Therefore, according to the requirements of the new curriculum and the needs of students' learning, we have added "five debates" in preparing lessons:
Discuss whether the design of teaching links, problems or activities conforms to the learning situation;
What are the key issues in discussing students' activities?
Discuss the problems that teachers and students may have in class and how to solve them.
Discuss alternative teaching methods and means.
Discuss related scientific research topics.
In the process of preparing lessons, students' preparation, after-class reflection, second lesson preparation and resource sharing are emphasized.
The "class" of this school must reflect the four-level characteristics of the school-highlighting the goals-all participants-using the media-scientific research topics (problem consciousness), and the place that best reflects the educational wisdom of this class must be written in the teaching reflection column; We also require teachers to embody "five haves" in classroom teaching, that is, there are teaching situations that attract students to participate; Time guarantee for student activities; Cultivation of humanistic spirit, innovative spirit and practical ability; There is an atmosphere of equal and free discussion between teachers and students; It has the practical effect of applying modern educational technology to teaching. Emphasis should be placed on paying attention to every student in the classroom and the hierarchy of teaching. In the aspect of homework correction, teachers are required to have approval, correction and evaluation, and students are also required to evaluate and correct themselves to find out the reasons for the mistakes. Inviting parents to participate in the evaluation has set up a bridge of communication between teachers and students and between teachers and parents, further harmonizing the relationship between teachers and students.
2, lesson examples guide and optimize the classroom, highlighting "effectiveness"
Based on the learning needs of our students and the actual situation of our teachers, they promote teachers to update their educational concepts, enhance their educational wisdom, change their learning methods and improve the efficiency of classroom teaching through seven classes: leading by backbone teachers, reporting by young teachers, peer assistance, new curriculum discussion, more lectures in one class, random drawing by leaders and diagnosis of new teachers' problems. The quiet change of this concept is also reflected in the "peer-to-peer mutual assistance classroom", where teachers have transitioned from individual combat to close cooperation; From painting land as a prison to enjoying resources; The transformation from teaching materials to developing curriculum resources. Young teachers in the "Young Teachers' Report Class" dare to cross the professional boundaries of disciplines in terms of knowledge background and subject structure, so as to achieve three levels: conceptual literacy, practical skills and teaching technology.
Through the way of lesson guidance, teachers' educational concepts are constantly updated and teaching methods are constantly improved. They are not only reproducers of knowledge, but also good at transmitting knowledge and producing knowledge creatively in the process of education. The change of teacher's role will inevitably bring about the change of students' learning style: in the classroom, students begin to experience the happiness and success brought by independent cooperation and active inquiry learning based on problem research. Students' learning behavior began to change from "passive" to "active", and the intervention of inquiry learning, experiential learning and practical learning echoed and complemented each other. For example, the development of research-based learning activities based on "four small activities" in physics and chemistry disciplines in this school,
Under the background of new curriculum, the key to improve classroom teaching efficiency is to improve teachers' curriculum execution. Seven classes in this school require teachers to attend classes with problems encountered in the curriculum reform: how to deal with the relationship between teaching method reform and entrance examination, the relationship between reducing the burden and consolidating basic training, the relationship between using modern teaching methods and teachers' traditional skills, and the relationship between active classroom atmosphere and classroom effectiveness. These problems come from teachers' educational practice and are solved through targeted discussions. This method stimulates the enthusiasm of teachers' team research, and the teaching design not only reflects the teaching design, the application of teaching methods and the effectiveness of the classroom. The school also consciously guides teachers to compare and understand the teaching of the same material and the same goal through teaching practice, reflection and evaluation through the form of "more lectures in one class".
In the practice of different courses, teachers should pay attention to strengthening the connection between teaching content and students' life and the development of modern science and technology, advocate personalized learning methods, and pay attention to students' development in teaching evaluation. In the classroom, students feel that the learning content has a sense of closeness and the knowledge becomes vivid. Students can learn in their own way from their own perspective. In the teacher's encouraging evaluation, children feel the happiness of learning success. Students' learning is from the heart, their own needs, and their experience is happy and enjoyable. Such classroom teaching has become a cheerful, enjoyable and effective activity for students.
3. Construct course types and consolidate quality routine.
In 2007, according to different teaching contents and forms, the school constructed a "five-level framework of new curriculum", which we think is more standardized, more conducive to effective teaching, and more convenient for teachers to apply in daily normal teaching.
New teaching: create situation, explore new knowledge, expand application, reflect and improve.
Review class: analysis and construction, questioning and solution, processing and reorganization, reflection and improvement.
Examination paper lecture evaluation: analysis of examination questions, emphasis on difficulties, variant deduction, sorting and sublimation.
Comprehensive courses: scheme description, scheme display, cooperation and exchange, summary and evaluation.
Experimental class: creating scenarios, experimental exploration, exploration and promotion, and feedback evaluation.
The first and fifth courses embody the teaching norms.
1, research papers (one of the main purposes of the exam is to examine students' mastery of knowledge points. Correcting and analyzing test papers in time is the basis of good lectures and evaluations. Teachers' proposition is based on teaching materials, teaching reference and curriculum standards. Therefore, teachers should thoroughly understand the teaching materials, study the teaching reference materials and be familiar with the curriculum standards. Thoroughly understand the content of the test paper, understand the characteristics of the proposition, the scope of examination, difficulty, reliability, validity, discrimination and so on. )
2, statistics, analysis of students' answers (find out * * * typical mistakes. First of all, we should collect mistakes extensively and sort them out, such as unclear questions, insufficient review and so on. Analyze the causes of errors, actively seek countermeasures and prescribe the right medicine. Discover the bright spots of students' thinking and encourage them to think creatively. )
3. Arrange students to correct their mistakes. (correction: mistakes caused by carelessness, thoughtlessness and instant thinking stagnation; Mark the real mistakes caused by incomplete knowledge structure.
Conducive to the improvement of academic performance. Teachers' standardized teaching behavior contributes to the formation of students' study habits. In the past, we also had specific requirements for teaching routines, but we lacked operability. Many teachers follow their feelings in classroom teaching. It is the need of effective teaching to make the basic standards of the five courses clear and detailed. China Teachers' Daily once wrote when reporting on the construction of five classes in the school: Many new teachers are enthusiastic about their work, but after all, they are novices and unfamiliar with classroom teaching. There was no such standard before. Even with the guidance of old teachers, they still need a long time to get started slowly through their own exploration. With such a set of detailed teaching guide, the new teacher directly embarked on the right track of teaching, and did a lot of useless work without having to grope from scratch. New teachers can master the teaching norms as soon as possible and take fewer detours.
Second, the five types of courses reflect the personality of teaching.
The teaching process and key points of the five kinds of courses are by no means binding teachers' teaching innovation. On the contrary, they encourage teachers to create new bright spots in practice, so as to supplement and improve the established teaching framework, embody the characteristics of disciplines, show teachers' elegant demeanor, and thus promote the formation of teachers' research atmosphere.
Whether it is "seven classes" or "five classes", its core idea is to improve quality, and 49 middle school teachers' teaching plan books, lecture books, problem-solving books, students' exercise books and students' comprehensive quality transcripts have been designed.
Over the past five years, more than 200 students have participated in new curriculum leading courses and seminars at national, provincial, municipal and district levels. In the process of implementing the new curriculum, the school has undertaken more than ten provincial and municipal seminars on the new curriculum for key teachers of English, Chinese, physics, chemistry, biology and history in Heilongjiang Province, a "special session for famous teachers" in Harbin, and a "new curriculum classroom teaching seminar" in mathematics and physics, all of which are closely focused on effective teaching. The school's students' academic performance is rising year by year, the school's social popularity is getting higher and higher, and students' personal specialties are publicized. CCTV Education Channel recorded the all-round development of students in this school, and China Teachers' Daily reported the practice of curriculum reform in this school.
Third, make every effort to create campus culture and create a broader space for students' sustainable development.
Chen Xiaoya, vice minister of education, once said that "a good principal should have two realms: one is to bring out a good school, and the so-called' good principal is a good school'; Second, only by building a good school culture can we achieve' a good principal or a good school' ". I think as a principal of a new era, we should strive to pursue and realize these two realms; In the running-in and long-term practice of this understanding, the school has formed a school-running style of "consolidating convention and highlighting characteristics, striving for perfection in details and harmonious development between teachers and students". In the process of the growth of teachers and students, the campus culture of the school is displayed to lay a solid foundation for the sustainable development of students.
1, actively strive for the support of superior leaders and lay the foundation for campus culture construction.
In the past ten years, while strengthening the construction of teaching staff and teaching routine management, it has also accelerated the pace of school hardware construction and laid a solid material foundation for campus culture construction. 1997 No.49 middle school, the school building covers an area of only 4,400 square meters and 5,200 square meters. The school building is in disrepair and dilapidated, and there is not a computer that can be used as a courseware in the whole school. At that time, all the members of our team had a common idea, that is, in order to develop the school, we must strive for the support of the superior leaders and gradually improve the conditions for running the school through our own efforts and on the basis of gradually improving the teaching quality. In June 2002, the fifth batch of industry planning projects of the Municipal Education Bureau was launched. After I got this information, I took the initiative to find the leader of the Municipal Finance Bureau in charge of industry planning to explain the difficulties of the school, and finally made an exception and won the industry planning project. In 2003, after industry planning, the school took on a new look. At the same time, the quality of education and teaching in this school is also soaring. With the victory of the champion in the senior high school entrance examination, the popularity of the school has been expanding, the number of students has increased dramatically, and the space of the school building has obviously restricted the development of the school. At the beginning of 2005, under the direct care of the leaders of the district government, through various efforts, the school won the investment of170,000 from the Municipal Education Bureau and 600,000 from the Provincial Education Department, expanded and renovated the school building by 8,800 meters, and built a new art and sports building, laboratory library and classroom. After the expansion in 2006, the school building area of 49 middle schools reached 1.49 million square meters, with diverse activity venues and excellent teaching facilities, which created a broader space for the harmonious development of teachers and students and laid a solid foundation for the subsequent development of the school.
2. The construction of school characteristic culture promotes the all-round and harmonious development of students.
Junior high school education stage is the most difficult stage of basic education reform. While fully implementing the education policy, cultivating students with all-round development and implementing quality education, we have to face extremely fierce competition in the selection of senior high school entrance examinations. Therefore, how to correctly handle the relationship between students' all-round development and entrance examination, how to make teachers adapt to the needs of this educational situation, and "make education full of wisdom" have become serious issues that principals must consider in running schools. Therefore, the school makes full use of the advantages of resources, closely combines the construction of campus culture with moral education, improves the effectiveness of moral education, and enables students to develop in an all-round and harmonious way.
In the work, the school always adheres to the principle of "moral education first, humanities first and all-round development" and actively builds a life-oriented moral education system. In the construction of campus culture, it fully embodies the characteristics of individuality, humanity, science and life. Starting from cultivating students' good behavior habits and mastering correct learning methods, the seven-word education policy of "learning", "thinking", "enlightenment", "diligence", "quietness", "ambition" and "perseverance" is determined, and the theme culture of each floor is determined from the actual situation of students. The principles are "Let a hundred flowers blossom and a hundred schools of thought contend" and "Everyone is talented, no one can do everything, foster strengths and avoid weaknesses, and develop in an all-round way". Around the theme culture, the school displays students' homework, words, texts, paintings, photography, small experiments, small productions and other works in various forms, highlighting students' personalities and specialties. Seemingly ordinary switch stickers, cross-stitch, facial makeup, computer newspaper, robots and small productions contain students' whimsical artistic pursuit and the top spirit of mutual unyielding and catching up with each other. Once these seemingly immature works were displayed, they brought a heartfelt shock to every child's mind and established the confidence that "I can do it". In addition, the school has set up an honorary list of "Stars Win Glory" in the hall, competing with celebrities at all times and in all countries, and competing with peers, so that students at all levels can feel success. (Chen, the top student in school sports, won the first place in the 200-meter National Games, and four basketball teams were promoted to key provinces and Zhou Bingnan won the first place in the annual vocal competition and the first place in the ice sculpture competition, which inspired their inner motivation to learn. On this basis, the school has carried out an all-round, multi-angle and deep-seated excavation of campus cultural accumulation, and fixed some activities that students like and are willing to participate in as traditional activities. For example, the school holds a photo contest with the theme of "Winter in Harbin" every year, organizing students to take photos in the same place, and feeling the changes in their hometown while cultivating their interest and improving their photography level. This sense of sureness has promoted students' love for their hometown. Another example is the school's chorus, chess, ball games and other activities, which cultivate students' spirit of unity, cooperation and collectivism, and cultivate students' spirit of competition and enterprising. It has also trained a number of outstanding talents (Ye Sen, the simultaneous interpreter of the United Nations, Liu Dongdong, the host of the agricultural channel of CCTV, and Song Jia, the actor of Xianer in the TV series "Going to the East"). What is more gratifying is that some students with poor study habits or partial subjects can face up to themselves through these activities, complement each other and catch up.
In addition, the purification, beautification and greening of campus are also important features of campus culture construction. Throughout the year, the teaching building of 49 middle schools is full of green. In prominent positions such as halls and window sills, all kinds of exotic green plants are placed to make the breath of spring overflow the campus. The elegant and comfortable environment and the campus with all-round development of students have attracted the attention of leaders at all levels and colleagues at home and abroad. In 2005, the Propaganda Department of the Provincial Party Committee held a "On-the-spot Meeting on Strengthening and Improving the Ideological and Moral Construction of Minors". No.49 Middle School is the only visiting spot in the province. Li Yanzhi, the former propaganda minister of the provincial party committee, attended the meeting in person and gave high praise to the campus culture construction of the school. In 2006, the Propaganda Department of the Municipal Party Committee and the Municipal Education Bureau held a site meeting on campus culture construction in No.49 Middle School, which once again showed the school-running characteristics of No.49 Middle School. Not only educational colleagues from our province and city visited No.49 Middle School, but also educational colleagues from Beijing, Shenzhen, Guangzhou, Zhuhai and even foreign countries visited the school. Among them, Professor Jane Frina, a famous American curriculum expert, accompanied by the leadership of the Basic Education Department of the Provincial Department of Education, made a special trip to visit the campus culture construction of No.49 Middle School, personally visited the classes of school-based curriculum development, praised the school's curriculum development and students' performance, and decided to establish a long-term working relationship with the school to promote educational and cultural exchanges between China and the United States. With the great attention of Harbin Municipal Government, Fuchuan City, South Korea established a designated school for students' family experience and friendly exchange.
The construction of campus culture with school characteristics not only improves the effectiveness of moral education, but also creates a broader space for students' sustainable development and lays a solid foundation for school brand building.
Looking back on the development and changes in the 49 th Middle School, I deeply realize that if the headmaster wants to run a school well, he must complete the all-round leap of education and teaching quality and school management from the trough to the peak through hard struggle, and realize the educational ideal of harmonious development between teachers and students. It is necessary to do:
First, we should strive to be a good principal, integrate life into our career, and be dedicated and selfless.
Second, we must have advanced educational ideas, which can be transformed into educational behaviors of ourselves and teachers.
Third, the persistence, love, devotion and pursuit of educational research should infect the majority of teachers with the image of a scholar, thinking and research teacher.
Fourth, we should appreciate teachers and students with our love for education.
It can be said that the school is close to the peak of development. Although we have made a lot of achievements and won the recognition of our peers, we must think about the starting point of the next step and find the second life curve of the school development. Only in this way can No.49 Middle School keep moving towards higher goals.
In the future school development, we should continue to return to the true nature of education: carve excellent teachers, create an orderly and high-quality life teaching field, let students "learn" and "learn" and lay a solid foundation for their lifelong development.
I often say to teachers that "education is sacred and ordinary, and doing ordinary things is the foundation of career development." I don't repeat others or myself, and I don't want to be impetuous and eager for quick success, and make extraordinary persistence for it. This may be the true meaning of school development, and it is also the "true classics" of our 49.