發(fā)布時(shí)間：2018-10-10 09:47

【摘要】：近年來,我國教育部門提出基礎(chǔ)教育要辦出各自的特色,特色學(xué)校建設(shè)逐漸成為學(xué)術(shù)界和教育實(shí)踐領(lǐng)域關(guān)注的熱點(diǎn)問題。綜觀學(xué)者們對特色學(xué)校建設(shè)的研究成果,大部分屬于理論研究,論述的角度也是從整體特色研究到個(gè)案分析,實(shí)踐研究也主要側(cè)重于區(qū)域教育資源比較豐富的地區(qū),針對西部邊遠(yuǎn)地區(qū)的研究成果還比較少。呼和浩特市回民區(qū)小學(xué)雖然也在推進(jìn)特色學(xué)校建設(shè)工作,但仍然存在很多亟待解決的問題。本研究以西部邊遠(yuǎn)地區(qū)小學(xué)特色學(xué)校建設(shè)為研究對象,具有積極的理論和實(shí)踐意義。特色學(xué)校指的是在辦學(xué)理念上有創(chuàng)意、辦學(xué)實(shí)踐上有創(chuàng)新,根據(jù)學(xué)校的自身情況,尋求適合學(xué)校發(fā)展、促進(jìn)教師成長、培養(yǎng)學(xué)生個(gè)性突出、全面發(fā)展特色辦學(xué)的學(xué)校。特色學(xué)校具有獨(dú)特性與多樣性、穩(wěn)定性與變化性、優(yōu)質(zhì)性與創(chuàng)新性的特點(diǎn),其主體要素為特色校長、專業(yè)教師和個(gè)性學(xué)生,結(jié)構(gòu)要素為校本課程、課堂教學(xué)、教學(xué)科研和校園文化。回民區(qū)教育局早在2002年就開始了小學(xué)特色學(xué)校建設(shè)工作,按照“全面啟動,分步推進(jìn),定位選項(xiàng)、樹立品牌”的工作要求,以“學(xué)校有特色、教師有專長、學(xué)生有特長”為目標(biāo),采取典型引路、文化推動,全面開展的思路,努力探索個(gè)性化、特色化辦學(xué),特色學(xué)校建設(shè)取得了一定的成績。在調(diào)研我們也發(fā)現(xiàn)小學(xué)中的薄弱學(xué)校和發(fā)展中學(xué)校存在特色學(xué)校建設(shè)簡單化、表面化、片面化和形式化的問題,產(chǎn)生此類問題的原因是學(xué)校領(lǐng)導(dǎo)對特色學(xué)校建設(shè)定位不明確、學(xué)校內(nèi)部沒有形成特色教學(xué)團(tuán)隊(duì)、系統(tǒng)的校本特色課程沒有形成、校園環(huán)境沒有彰顯特色學(xué)校文化、特色師資缺乏、特色科研成效不明顯、特色管理制度不完善。在對回民區(qū)小學(xué)特色學(xué)校建設(shè)存在問題及成因分析的基礎(chǔ)上,本研究提出了解決回民區(qū)小學(xué)特色學(xué)校建設(shè)問題的對策:一是明確制定特色學(xué)校建設(shè)的目標(biāo);二是管理者、教師和學(xué)生共同參與特色學(xué)校的建設(shè);三是加強(qiáng)校本課程的系統(tǒng)性開發(fā),形成特色課程;四是不斷完善校園環(huán)境的軟硬件特色建設(shè);五是加強(qiáng)師資培訓(xùn),促進(jìn)特色教師的發(fā)展;六是建立健全特色學(xué)校的保障激勵制度。
[Abstract]:In recent years, the education departments of our country have proposed that the basic education should have their own characteristics, and the construction of characteristic schools has gradually become a hot issue in academic circles and educational practice fields. Most of the research achievements of the scholars on the construction of characteristic schools belong to the theoretical research. The angle of discussion is from the whole characteristic research to the case analysis, and the practical research also mainly focuses on the regions where the regional education resources are relatively rich. The research results for the western remote areas are still relatively small. Although Huhehaote Huimin District Primary School is also promoting the construction of characteristic schools, there are still many problems to be solved. This study takes the construction of characteristic primary schools in western remote areas as the research object, which has positive theoretical and practical significance. The characteristic school refers to the school which is creative in the idea of running a school and innovates in the practice of running a school. According to the school's own situation, it seeks to suit the development of the school, promote the growth of the teachers, train the students with outstanding personality, and develop the school with the characteristics in an all-round way. Characteristic schools have the characteristics of uniqueness and diversity, stability and variety, high quality and innovation. Their main elements are characteristic principals, professional teachers and individual students, and structural elements are school-based courses and classroom teaching. Teaching and research and campus culture. As early as 2002, the Huimin District Education Bureau began the construction of primary schools with characteristics. In accordance with the work requirements of "starting up in an all-round way, advancing step by step, positioning options and establishing brand names," the Bureau of Education in Huimin District began to build schools with special features and teachers with expertise. With the aim of "students with special abilities", the author takes the idea of typical guidance, cultural promotion and all-round development, and makes great efforts to explore individualized, characteristic school running and the construction of characteristic schools has made certain achievements. In the investigation, we also find that the weak schools and developing schools in primary schools have the problems of simple, superficial, one-sided and formalized school construction. The reason for this kind of problems is that the school leaders do not have a clear orientation to the construction of characteristic schools. There is no characteristic teaching team inside the school, the system of school-based characteristic curriculum has not formed, the campus environment has not demonstrated the characteristic school culture, the characteristic teacher is lacking, the characteristic scientific research effect is not obvious, the characteristic management system is not perfect. Based on the analysis of the problems and causes of the construction of the characteristic primary schools in Huimin District, this study puts forward the countermeasures to solve the problems in the construction of the characteristic schools in the primary schools of the Hui people District: first, to make clear the objectives of the construction of the schools with characteristics; secondly, to put the managers in charge, Teachers and students participate in the construction of characteristic schools together; third, strengthen the systematic development of school-based curriculum to form characteristic curriculum; fourth, constantly improve the construction of the software and hardware characteristics of campus environment; fifth, strengthen teacher training to promote the development of characteristic teachers; Sixth, to establish and improve the characteristics of the school incentive system.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G627

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