School-running Characteristics of Chendai Ethnic Middle School

Dare to be the first in the world and educate people in an all-round way, which is a model.

—— Report on the School-running Characteristics of Chen Dai National Middle School

Towards the 2 1 century, the mode and goal of running a middle school are facing a big discussion: the correct goal of running a high school should be to meet the development that students should get in the high school stage to the greatest extent; those who have the potential to go to college can meet the needs of society as much as possible, and those who can't go to college can also meet the needs of society. After this goal is achieved, the school may gain social understanding while completing its tasks. This is the idea, direction and mode of running a high school in the future, which is suitable for social development. In fact, Chen Dai, who dares to be the first in the world, pioneered the trend in the 1980 s and embarked on a road of "qualification plus characteristics". The teaching mode of "three religions in one, trinity" is the school-running characteristic of Chen Dai National Middle School. Under the guidance of this school-running concept, the school has trained a large number of students who are enterprising, pioneering and innovative, with strong sense of competition and profound professional knowledge, and have made remarkable achievements in the economic tide, contributing their own light and heat to the economic take-off in ethnic areas. Schools have also become a banner of ethnic education in China. To adapt to social development, ethnic middle schools came into being. Founded in 1965, it is located in chen dai zhen, which is known as "a flower of township enterprises in Fujian Province". The establishment of vocational education in schools can be traced back to the autumn of 1987. After the reform and opening up, Chen Dai's township enterprises have flourished, with an output value of 200 million and nearly 1,000 enterprises. The annual demand of employees reaches more than 20,000, and the per capita annual income exceeds 1000 yuan. Prosperous economic activities have impacted Chen Dai's ethnic middle school, and teachers and students are unwilling to teach. At the same time, township enterprises are booming and economic activities are active, but the quality of managers and workers in township enterprises is very low, and education is seriously incompatible with economic development. The contradiction is sharply placed in front of this rural junior high school. It is imperative to adjust the educational structure and develop vocational and technical education. People's Republic of China (PRC)'s leaders have made full preparations. Jointly set up vocational high school classes in shoemaking technology and financial management with Lianfeng Shoe-making Co., Ltd., a Sino-foreign joint venture in the town, and the town government enterprise office. This form of running a school solves the difficulties that the school itself is difficult to solve, provides the basic conditions for the initial development of vocational education, and is of great positive and important significance for communicating the relationship between the school and township enterprises, understanding the economic information of the region, and letting students serve the economic construction of the region. Later, according to the needs of the market, the school added "clothing and shoe art" and "electronic electrician" majors. By 1990, the school had changed from the original vocational high school affiliated to junior high school to an independent vocational middle school, and its scale had also developed from the initial two professional classes to four professional classes.

Chen Dai's practice of reforming the rural education structure of ethnic middle schools is also reflected in introducing vocational and technical education factors into junior high school basic education and implementing "three-grade diversion". On the one hand, we should make great efforts to strengthen basic education, on the other hand, we should appropriately lower the cultural requirements for some students, only take political, Chinese, mathematics, physical education and optional physics, and spare some time to organize them to learn the knowledge of shoemaking, clothing and electrician respectively. Students work part-time, study culture in the morning, and go to major or internship in the afternoon. In triage, students voluntarily sign up, parents agree and the school approves. After graduation, students can walk or give priority to study in our vocational high school according to their own wishes, or they can go to township enterprises to start their own businesses. The experimental results show that the third grade diversion is beneficial to reverse the situation of students skipping classes. Students can receive nine-year compulsory education and get certain vocational and technical education before leaving school, so as to arouse students' learning enthusiasm, apply what they have learned and stabilize teaching order, which is welcomed by students' parents and society and affirmed and praised by education departments at all levels. The experience of school diversion has been introduced many times at relevant provincial and municipal conferences. 1999, in the second year after the resumption of classes in ordinary senior high schools, according to the specific differences among provinces, cities and students and the favorable foundation of the school, the "divergent education reform plan after the second year of high school" was put forward, that is, the cultural classes stipulated in the current teaching plan of ordinary senior high schools were basically completed in two years, so that some students who had no hope of continuing their studies or were not prepared to continue their studies could receive employment preparation education for about one year on a voluntary basis, and students could directly find jobs or participate after graduation.

In addition, since 1989, the school and the chen dai zhen municipal government have jointly established a "cultural and technical school" to help local enterprises get rid of the shackles of small workshop production consciousness, improve management level and production methods, and make great contributions to the sustained and healthy development of the local economy.

Basic education, vocational education, adult education and "three-in-one education" should be based on the actual needs of local economic and social development. They should not only run the three types of education well, give full play to their respective advantages, but also cooperate with each other, complement each other and promote each other, so as to form a whole rural education and play a good role in running schools.

Clear guiding ideology, leadership attention and social support. "The fundamental purpose of developing education is to improve the quality of the people and train all kinds of talents for socialist construction." In order to further improve students' ideological and moral, cultural science, labor skills and physical and mental qualities, develop students' individuality and specialties, provide high-quality labor reserve forces for all sectors of society, and train qualified freshmen for colleges and universities, it is very necessary to focus on preparing students for further studies or employment, and lay the foundation for cultivating all kinds of specialized talents needed for socialist modernization. Under the guidance of this correct thought, the school leaders have unified thoughts and great determination. After careful analysis and study and careful work arrangement, the vice principal in charge of teaching is specifically responsible, which provides a guarantee for the teaching reform of "three educations in one" from the ideological, organizational and material aspects. When making the development plan and annual work plan, the school takes the idea of "three religions as a whole and trinity" as the guide, giving priority to the allocation of teachers and capital investment. (Supplementary)

The school-running model of "three religions in one, trinity" can be established and persisted because it has unique conditions, that is, it has received strong support from the society.

From 65438 to 0987, the vocational high school was strongly supported by the society at the beginning of its establishment. Shoemaking specialty and accounting management specialty are jointly organized with Sino-foreign joint venture Lianfeng Shoes Co., Ltd. and chen dai zhen Municipal Government Enterprise Office respectively. The joint organization provides certain funds for running schools, selects part-time professional teachers, provides practice places, helps graduates find jobs, solves the basic conditions for developing vocational education, and promotes the close contact and coordinated development between vocational education and local economic construction. However, the introduction and implementation of the "three-level diversion" and "two-level diversion" teaching reform, which recognizes differences, treats them differently and teaches students in accordance with their aptitude, provides enough development opportunities for the educated, satisfies the wishes of families and students as much as possible, is conducive to the all-round and healthy development of students, and relieves the social contradictions brought about by further studies to the maximum extent. In addition, when the educated leave high school (junior high school), they already have a skill, can stand on the society, and their own value has been reflected to a certain extent. Parents and students will not have the idea of "reading for nothing", and the resulting social contradictions will be minimized. Therefore, it has also been welcomed by parents and society.

In order to fully implement the teaching reform experiment of "three educations in one, trinity", the school has formed an orderly and effective management system for a long time, and has successively formulated the "Chen Dai National Middle School Senior Three Diversion Teaching Reform Plan" and "Chen Dai National Middle School Senior Two Diversion Teaching Reform Plan". In the process of shunting, it is mainly based on three principles: 1. According to the demand of township enterprises for talents; 2. According to the equipment and teachers' conditions of the school; 3. According to students' hobbies. The arrangement of classes is voluntary, agreed by parents and approved by the school. At the same time, it is necessary to do a good job in teaching management, life management, ideological management and technical management of students according to their uneven level and complicated thoughts. In order to help students establish a solid professional thinking, clear learning objectives and arouse their enthusiasm, the school has also formulated various professional and technical assessment methods. Students who are diverted after the second year of high school should take the unified six-subject examination of the first and second year of high school in the province, and their vocational and technical courses should also take the grading examination of municipal vocational education, and then issue professional and technical qualification certificates. Under the standardized system management, students' learning thoughts are stable, and they gain something in their study, and each has his own hope after graduation.

The key to the steady coordination of "three educations in one" and "separate education" lies in the construction of teaching staff. In the early stage of the implementation of the teaching reform, teachers were mainly selected by the co-organizers. With the in-depth development of teaching reform, strengthening the training of vocational education teachers has become the top priority of teaching reform. In addition to recruiting a group of professional teachers with good ideological quality, strong dedication and high professional level, the school also pays attention to strengthening the retraining of teachers' knowledge and business to meet the needs of modern teaching work.

Since the implementation of the teaching reform project of "three religions in one, trinity", the school has carried out all-round and multi-level reforms and experiments. Practice has proved that the reform has made the basic education in our school full of vitality: the basic education in junior high school has been greatly improved, vocational education has flourished and adult education is very popular. In the past ten years, groups of middle school students have come out from here. They show their talents in all walks of life, and some of them also serve as local administrative leaders to benefit the people. Some businesses are excellent and become outstanding entrepreneurs; Some are based in towns and villages and become leaders in getting rid of poverty and becoming rich and well-off; Some go abroad to start businesses and return to mulberry, which can be described as fragrant peaches and plums and talented people. However, in 1999, most students passed the examinations of vocational middle schools or vocational high schools and obtained diplomas, and 65,438+005 students were admitted to higher vocational and technical colleges. Students who have not been admitted (or students who have not taken the single-recruit examination in higher vocational colleges) are welcomed by local township enterprises because of their profound professional basic knowledge.

At the same time, the school's teaching reform project has become a national key project of philosophy and social sciences-"Vocational and technical education in areas where the young and the old are poor and overseas Chinese hometown serves local economic construction" as a pilot unit. At the same time, it has been concerned and supported by the leaders of China Vocational Education Association, Fujian Branch, party and government leaders at all levels, provincial education committees and municipal education bureaus.