Writing outline of school magazine
1. Pictures and materials: materials showing the old and new changes, changes, reforms and innovations of the school, as well as materials that best reflect the characteristics of the school.
2. Written description: Tell the school scale, major events, school development and changes, changes in leading bodies and reform and innovation measures in different historical periods as accurately as possible. Specifically, there are the following aspects for reference.
1. Historical evolution of the school: (1) General situation of the school (2) Historical evolution; 2. Administrative organization (1) management system (2) functional departments (3) management system; 3. Teaching work (1) Teaching management (2) Teaching quality (3) Curriculum setting (4) Student status management (5) Teaching and research activities (6) Teaching and research achievements and topics; 4. Construction of teaching staff; 5. Party-mass organizations; 6. Moral education; 7. Characteristics of running a school; 8. School infrastructure construction; 9. Teacher demeanor; 10, peach and plum fragrance (admission list of previous college entrance examinations, provincial awards or honorary titles; 1 1, logistics services; 12, the style of famous teachers (super teachers, provincial model workers or advanced workers, education experts, academic leaders, teachers with outstanding educational and teaching achievements and great influence in this city)
The above items are for reference only and can be mastered flexibly in the writing process, but the basic framework should conform to the basic norms of local chronicles.
Writing Outline of the Sequel of Township Education
Section 1 Overview
Township area, population, number of administrative villages, number of schools and number of classes; The number of primary and secondary school teachers, academic attainment rate; Number of kindergartens, admission rate, number of full-time teachers in kindergartens, general situation of overall education development, etc.
I. Basic education (including preschool education)
Summarize the development of basic education in the township by stages. For example, since 1987, the actual situation of township economic base and school-running conditions when compulsory primary education is implemented; At the end of 1994, compulsory primary education was implemented in the township, and it was transferred to the "two basics" work after passing the acceptance of the municipal and county governments. At that time, the basic situation of the development of education in the township; What changes have taken place in the investment and development of education since the implementation of the "two basics" education in this township? (Use specific figures, make a general comparative analysis, and illustrate the track of educational development and change with facts)
Second, vocational education and adult education.
Vocational education is specific to township education committees. The main task we should undertake is how to cooperate with county continuing education schools, vocational secondary schools and post-vocational education centers to do a good job in the academic education of primary and secondary school teachers and the continuing education of primary and secondary school teachers in compensatory education. How to strengthen the diversion management of primary and secondary school students in towns and villages, so that students can reasonably enter higher-level schools suitable for their own study; In addition, the basic situation of primary school and kindergarten teachers' off-duty study, correspondence, training time of various short-term classes, etc.
One of the focuses of adult education is literacy and the use of township adult center schools to train farmers' cultural and practical skills. In the literacy stage, how to establish a network at the township and village levels and implement the responsibility system for literacy goals should reflect the goals, responsibilities and acceptance results of this work in a general and realistic way. After 1995, the focus of rural adult education turned to rural practical technical training. How to serve farmers to get rich in township adult education center schools and township farmers' cultural and technical schools is an important content of township continuing records.
Third, the teaching staff (including preschool education)
During the period of 1986 ~ 200 1, how did this township cooperate with the county to realize the serialization of teacher training, especially private teacher training? For example, register private teachers in this township, issue teacher qualification certificates, stabilize the contingent of private teachers, and so on; What form does this town take? For example, teachers should practice basic teaching skills and teaching reform activities, and constantly improve their professional level and teaching ability.
Since 2000, what has been done to improve teachers' professional ethics and teaching professional level, what is the effect and what are the obvious changes? What does the development and changes of these situations explain and why these changes have taken place? (Make a comprehensive overview based on the reality of villages and towns)
Fourth, educational research and teaching reform.
1, the importance attached by the township education committee to education, scientific research and teaching reform. What is the starting point for strengthening leadership in educational research and teaching reform?
2. From 1986 to 2006, this township can be divided into several different stages, and the work and practices carried out are summarized. Such as establishing teaching and research network, strengthening the construction of teaching and research offices in towns, attaching importance to cultivating scientific research backbones, evaluating teaching and improving the training of teaching and research personnel; Popularize the results of the project, reform classroom experiments, commend teachers with outstanding teaching achievements and so on.
3, township primary and secondary schools (preschool education) teaching and research achievements display. Such as the recognition of the collective honorary title of townships and schools, and the reward of teachers' personal reform experiments. (careful statistics, comprehensive display)
Section 2 Organizational structure
I. Reform of township educational institutions
It can be carried out according to the changes in the reform of county educational institutions and the changes in the institutions of township education committees. For example, 1984 How did the township institutions change during the first institutional reform? 1993 how did the township educational institutions change during the second institutional reform? In March of 200 1 year, after the towns and villages in the county were merged into seven towns and villages, how did the township educational institutions change? (After each change, the heads of previous township education committees and their term of office)
Second, the evolution of township schools
Write clearly the changes of the number of primary and secondary schools in this township from 1986 to 2006 (including the former joint middle school).
Section III Major Reform Projects
I. Reform of leadership management system
1. According to 1985 "Decision of the Central Committee on the Reform of the Education System" and 1986 "Compulsory Education Law", how do township local governments implement the system of "running schools by grades and managing by districts"?
For example, the management system of rural primary schools and school district joint primary schools in this township; The management system of township junior middle schools, central primary schools (including kindergartens) and central farmers' cultural and technical schools.
2. In personnel management, conduct management inspection on township education leaders; Conduct management inspection on principals of township middle schools and chairmen of education trade unions; Conduct management inspection on middle-level cadres of township junior high schools, principals of central primary schools, principals of school districts and principals of farmers' cultural and technical schools; Investigation on the management of public and private teachers in villages and towns.
3. In financial management, the management of township education funds has changed in different periods.
4. In teaching management, the management of teaching research network has changed. (The above four points can be summarized into four levels. )
Two, the original title "vocational and adult education reform" can be changed to "school internal management system reform". (Kindergarten education in primary and secondary schools in the township)
1, principal responsibility system;
2. Personnel quota appointment system and staff appointment system;
3. Post target responsibility system;
4. Other internal management systems of the school.
Three, the financial management system reform (omitted)
Four. Brief introduction of township middle schools and central primary schools
1, school profile
2. Photos reflecting the face of the school, work photos of school leaders, and office photos of leading bodies.
3. Introduction of special school activities (including photos)
Proofreading record catalogue
order
The first chapter is the present situation of the school; Section 1 school site; Section II Historical Evolution; Appearing in the third quarter
Chapter II School System and Organization
Section 1 leadership system; Section 2 Organizational structure
Attachment 1: schematic diagram of the school organization.
Appendix 2: Division of responsibilities of school leaders in 2003-2004 school year
The third section is the concept of running a school and the training goal; Section IV Development Planning and Work Summary
Attachment 1: Xinzhou County Guan Primary and Secondary School (1996 —— School Work Plan for 2000)
Attachment 2: Zhucheng Street Central Primary School in Xinzhou District 20065438+0-Education Reform and Development Plan in 2005
Annex 3: Work Plan of Zhucheng Street Central Primary School (2004-2005 school year)
Appendix 4: Pragmatic Style Guided by Scientific Theory (Work Summary in 2004)
Section 5 School Affairs Publicity Work
Attachment 1: Notice of Zhucheng Street Central Primary School on the Establishment of a Leading Group for Opening School Affairs.
Annex 2: Notice of Zhucheng Street Central Primary School on the Establishment of Public Supervision and Inspection Team for School Affairs
Attachment 3: Public Self-evaluation Report of Zhucheng Street Central Primary School in Xinzhou District
Chapter III Teachers and Students
Section 1 faculty and staff
Attachment 1: faculty structure table; Annex 2: Statistical Table of Members of All Levels and Types
Attachment 3: List of Representatives of the Fourth Staff Congress of Zhucheng Street Central Primary School
Annex 4: Interim Provisions on the Workers' Congress of Zhucheng Street Central Primary School
Annex 5: Provisions on attendance and vacation discipline.
Attachment 6: Post Responsibility System of the Fourth Teachers' Congress of Zhucheng Street Central Primary School
Attachment 7: Trial Opinions on Comprehensive Evaluation of Teachers in Chengguan Central Primary School
Attachment 8: Floating system of post allowance for teaching staff in Chengguan Town Central Primary School, Xinzhou County
Attachment 8: Professional Ethics of Teachers in Wuhan
Annex 9: Notice of District Education Bureau on Implementing the Teacher's Ethics File System
Attachment 10: Assessment Standard of Teachers' Professional Ethics in Xinzhou District, Wuhan City
Attachment 1 1: learning system of primary school teachers in chengguan central school.
Attachment12: Basic information of the teaching staff of Zhucheng Street Central Primary School in autumn 2004.
Students in the second quarter
Chapter IV Education Work
Section 1 Moral Education Work
Attachment 1: routine of students' activities in Zhucheng Street Central Primary School for one week.
Attachment 2: One-day Routine for Students of Zhucheng Street Central Primary School
Annex 3: Moral Education Work Plan of Zhucheng Street Central Primary School in 2002-2003.
Section 2 Sports, Art and Health Work
Attachment 1: Happy Confrontation Program Scheme of Zhucheng Street Central Primary School
Section III Student Safety Education
Attachment 1: Notice on Further Strengthening Safety Work
Section 4 Education in Winter and Summer Vacations
Attachment 1: Letter to parents
Attachment 2: Colorful feedback form of "Innovative Quality Practice" winter vacation activities
Chapter V Teaching Work
Attachment 1: adjusted curriculum of full-time primary and junior high schools in the sixth and third years of nine-year compulsory education.
Annex 2: The curriculum schedule of primary and junior high schools adjusted according to the opinions of implementing the curriculum plan at the municipal level.
Appendix 3: Curriculum of Experimental Grade of Basic Education Curriculum Reform
Appendix 4: Schedule of Work and Rest of Zhucheng Street Central Primary School in 2004-2005.
Appendix 5: Materials for Exchange of Experience in Quality Education (VII)
Attachment 6: Discipline Teaching Routine in Xinzhou County Guan Primary and Secondary Schools
Attachment 7: Evaluation Scheme of Teaching and Research Work in Xinzhou County Guan Primary and Secondary Schools
Attachment 8: Evaluation System for Leaders of Primary and Secondary Schools in Xinzhou County
Chapter VI Teaching and Scientific Research Work
Attachment 1: Work Plan for Teaching and Scientific Research of Zhucheng Street Central Primary School in Autumn 2004
Attachment: the research results of the sub-topics "Learning Guidance for Primary School Students" and "Psychological Counseling Strategies for Primary School Students"
Chapter VII Achievements of Education and Teaching
Section 1 Educational achievements
After the attachment 1: 1985, the school won the honorary title above the municipal level.
Section II Teaching Achievements
Attachment 1: Catalogue of Education and Teaching Papers (1996-2001year)
Appendix 2: List of Award-winning Students in 2003-2004 Academic Year
Chapter VIII Campus Culture
Chapter IX Educational Exchange
Attachment 1: Selected Excellent Teaching Plans
Mathematics teaching plan
Attachment 2: Selected Excellent Papers
Reduce the burden-we must demand the quality of classroom teaching.
Reflections on "Creating Situations" in Mathematics Teaching in Primary Schools
Chapter X School-run Industries
Chapter III XI Funds, Facilities and Existing Problems
Chapter XII Choice of Characters
Chapter 13 Summary Table of Secretaries of Previous Principals
Attachment 1: Campus Plan of Zhucheng Street Central Primary School
Attachment 2: School Memorabilia
school journal
order
Zhucheng Street Central Primary School was founded in the 33rd year of Guangxu in Qing Dynasty (1907), and it is one of the three secondary government primary schools in Xinzhou. At the beginning, there were 7 faculty members and 9/kloc-0 students. By 2004, there were 249 faculty members and more than 3470 students. The number of teaching staff and students is 35.6 times and 385.6 times respectively, which is a great development and leap in the history of nearly a hundred years. The development history of the school is the epitome of Xinzhou education in different historical periods, reflecting the hard work and unremitting exploration of generations of Xinzhou educators. Journal of Zhucheng Street Central Primary School is the first journal in the history of this school. Its publication is not only a good textbook for the school to love the traditional education of teachers and students, but also provides information for parents and society to fully understand the glorious history of the school. She can be used as a reference not only for today's schools, but also for future generations, which plays an important role in promoting the construction of spiritual civilization and material civilization in schools.
The journal of our university mainly records the development of 98 schools from 1907 to 2005. In the 42 years before the founding of the People's Republic of China, under the background of weak national strength and backward national economy, the school developed very slowly despite several migrations. By 1949, the school had only 150 students and 13 faculty members. 195 1 year, after the county was established in Xinzhou, the school scale expanded, with staff 18 and 400 students. By the time 1954 was designated as an experimental primary school, there were 38 teaching staff and 920 students. Since then, the school has continued to grow and develop. 1996-2005 is a decade of rapid school development, with the emergence of "super large classes" and "super large schools". With the concern of higher-level party committees and government departments, the campus and school buildings have been expanding, from a two-story teaching building and two bungalow classrooms in the 1980s to three four-story teaching buildings and a four-story comprehensive science and technology experimental building, which completely solved the phenomenon of "super large class size". In the past ten years, the conditions for running a school have been continuously improved, the status of teachers has been continuously improved, and the number of teachers has been continuously expanded.
The school has always been committed to teaching and educating people and research-oriented schools, with the ultimate goal of "creating famous schools, producing famous teachers and educating famous students". Taking moral education first, teaching as the center and scientific research as the driving force, teaching and scientific research work is in full swing, and a number of scientific research teachers have emerged. In recent years, the idea of "school is the paradise you create, teachers are your development partners, and students are the masters of a bright future" has been put forward, which fully embodies the humanistic idea of running a school.
Reviewing and summarizing the past is to develop and create the future. Although the school has made great achievements, it is still far from the requirements of the party and the people. There are still many problems and difficulties. The conditions for running a school need to be further improved, the welfare of teachers needs to be improved, and the educational concept needs to be changed. These are our future efforts.
In the process of compiling this school magazine, I have been concerned by the leaders and experts of the district education magazine office for many times, and I would like to express my sincere gratitude!
School records and school files
At present, there are at least two kinds of "school records" with different meanings, which respectively reflect different positions on the relationship between theory and practice.
School chronicles under the semantic meaning of local chronicles
"Zhi" in local chronicles is a comprehensive work that records the nature, society, history and present situation of an administrative division and a certain field. Historical Records records the history of an era or a period of time. Genres include narratives, recordings, records, biographies, pictures, forms, records, etc. Record is the main content, belongs to the text structure, and is a kind of informative writing between data compilation and academic monograph. From this semantic point of view, "proofreading" is an extension of local chronicles, referred to as "proofreading". An excellent school magazine can not only be used as a reference for today's schools, but also be used for reference by future generations. It is also a good teaching material for teachers and students to love the traditional education of the school, which can help parents and society to fully understand the school. In modern society, it can be regarded as a measure for schools to shape their own image.
Obviously, this semantic "student status" does not belong to our usual educational research. Although, in a broad sense, the description of various aspects of the school under specific historical conditions can help future generations to have a relatively true understanding of the education of that year, the purpose of compiling this journal is not mainly to explore the problems existing in the school, and rarely to raise reasonable and legal questions about various educational phenomena and measures in the school. Generally, the compilation of this kind of school magazine does not need the participation of educational theorists, and belongs to a purely practical standpoint. What is needed more is the perspective of history rather than educational theory.
School Records under Ethnography Semantics
Ethnography research is a field survey of the interaction between researchers and research objects. It is a long-term observation, interview and record conducted by researchers on the spot for selected places and natural objects. Its basic feature is that researchers need to participate in the daily life of the research object, observe and collect data in natural situations, and describe the data through narrative methods, so as to draw research conclusions.
I adopted the method of educating ethnography in my doctoral thesis research, but avoided its name and called it "field research". After narrowing and expanding my research horizons many times, I named my research method "School Chronicle". The whole process of adjusting research horizons and methods is simply from ethnography to classroom records and then to school records, because I found in the field investigation that we can't simply refer to anthropologists' field reports and ethnography methods and techniques when conducting anthropological research in the teaching field, and the classroom records introduced by Dr. Wang Jian in Educational Research are more suitable for educational research, but their horizons are different. Just by recording the words and deeds of teachers and students in this specific time and space, it is often difficult to appreciate the taste of "anthropological" research and to fully show the whole picture of primary and secondary education. Therefore, I put forward the concept of "school chronicles", that is, between the all-encompassing ethnography and the relatively limited classroom chronicles, observing one or several schools as the "research site", focusing on the cultural characteristics of many educational phenomena in this particular community of schools, reproducing the cultural ecology of schools through keen and meticulous descriptions, and then reflecting on the mechanisms and problems behind the phenomena, which belongs to the microscopic educational ethnography.
This "school newspaper" is obviously different from the past in content, style and narrative style. It is no longer to compile a history biography for a school, nor is it different from the classroom records of various disciplines that teachers are more familiar with, but it needs the participation of educational theorists and the observation and analysis of the real world from the perspective of educational theory. As a transplanted educational research method, there are still many research techniques and even theoretical problems to be solved. At present, the criticism of "narrative research" and "qualitative research" in academic circles must also be faced. The most serious thing is that the "school diary" led by educational theorists (mostly in the form of educational narrative) has nothing to do with the educational diary and teaching cases written by teachers themselves. From the standpoint of the relationship between theory and practice, "going to study in the field" and "going to study in the field", which seem to have similar purport or even reach the same goal, are actually quite different: the former is that educational theorists practice with full theoretical preparation, while the latter is that educational practitioners practice with rich practical resources. As a research path, "school newspaper" refers more to the former, which means that theoretical workers take the initiative to attack, cross many "goalkeepers", meet with practical workers in the field of education, record stories and details different from teachers with their own theoretical accumulation and research perspective as tools, and conduct more rational and wonderful analysis and discussion. In this process, practitioners are not only our research objects, but also our research partners, so it is very important to respect and tolerate each other's perspectives and viewpoints. It can be said that without sufficient visual threshold fusion and knowledge overlap, even if theoretical workers spend every day in school, they may not find the problems that really bother practical workers, and it is even more difficult to provide useful help.