The Development Background of Changzhou Qinye Middle School

(A) the basic achievements of school development

Changzhou Qinye Middle School is an ordinary junior middle school. In the process of implementing the "2004-2006 school positive development plan", we vigorously carry forward the spirit of diligence, adhere to the school-running concept of being diligent-oriented, dare to try and share happiness, take the cooperation of colleges and universities as the platform, and take the promotion of teachers' professional independent development as the strategic focus. Through three years of hard work, we have achieved the expected leap-forward development in the plan.

1. The leadership team successfully completed the replacement of the old and new leadership teams, ensuring the healthy, efficient and sustainable development of the school; Gradually formed a middle-level management team that is willing to serve, capable and capable, ensuring the implementation of all work in the school.

2. The scale of running a vocational development school has grown from 19 classes and 797 students three years ago to 28 classes and 1240 students now, which has gradually increased its appeal to students and parents in the teaching area.

3. Student growth. Students' moral quality has improved, their civilized quality has improved, their academic level has developed, and a number of outstanding students and special students have thrived.

4. Teacher development: Excellent teachers at or above the rookie level account for 17% of full-time teachers in Changzhou. Some young teachers have won prizes in national, provincial and municipal teaching competitions, some teachers stand out in local disciplines, and some teachers have a high reputation; Teachers' awareness of learning, education, service, post, cooperation and performance has been generally enhanced.

5. Social reputation

① Commendation by higher education administrative department: The school has successively won a series of honorary titles such as Jiangsu Demonstration Junior High School, Jiangsu Green School, Jiangsu First Class Library, Jiangsu Standard Laboratory, Changzhou Civilized Unit, Changzhou New Curriculum Experimental Advanced School, Changzhou Teaching and Research Base, Changzhou Laboratory Construction Advanced School, Changzhou Primary and Secondary School Campus Network, Changzhou Sports Health Work Advanced Collective, Changzhou Excellent Drama Club, etc. In the summer of 2006, the experimental experience of school curriculum reform was recommended by the Provincial Department of Education to the Ministry of Education for exchange.

② Attention from all walks of life: China Education News, Xinhua Daily, Jiangsu Education and many other national, provincial and municipal media reported and introduced the school's reform measures and achievements in recent years; With the participation of all walks of life in school management, the image of the school in society has been continuously improved, and the social praise has been continuously improved.

(B) the past three years of creative experience

1. Universities cooperate to improve the ability of curriculum implementation.

The three-year cooperation with the Curriculum Research Center of Nanjing Normal University is a process in which the school actively introduces foreign intelligence and absorbs experience, which significantly promotes the development of the school, improves the theoretical level of teachers' education specialty, initially establishes modern education concepts and enhances classroom teaching ability.

2. Institutional changes stimulate the school's endogenous motivation.

Reform the internal organization of the school, change its functions, emphasize the service consciousness of all departments, strengthen the ability of independent decision-making and development of all departments, form an internal competition mechanism, and stimulate the endogenous motivation of school development; Establish an education Council, let all sectors of society participate in school management, establish a discipline development center, and let senior teachers and outstanding teachers inside and outside the school intervene in the decision-making of school education, teaching and scientific research reform to promote the overall development of the school.

3. Project guidance promotes the active development of teachers and students.

A number of educational projects have been established and implemented to promote teachers' professional development and students' healthy growth, laying the foundation for the school to develop to a higher level. For example, the student star selection has enabled more students to have a successful experience. Teachers' professional development school has led teachers to climb the five-level ladder of teachers' professional growth. In the past three years, our school has achieved fruitful results in teaching and scientific research. Municipal projects 1 have been successfully completed, and 2 provincial projects have been completed and won excellent project awards. In the past three years, the national and provincial projects have been successfully declared, and teachers have initially formed a living state of working, studying and working.

(3) The main problems at present

1. Lack of curriculum implementation ability

Various reform measures have been introduced continuously, but the national curriculum implementation ability is insufficient and the school-based curriculum is not systematic; The research on students' problems is not thorough, and the management of curriculum implementation process is extensive; The school curriculum leadership is not enough, and the school-running concept makes the school curriculum characteristics unclear.

2. The development of teachers is unbalanced.

There is still a big gap between teachers' research consciousness, management consciousness and curriculum consciousness and the implementation requirements of the new curriculum; The ability of curriculum development, design and high-level implementation is insufficient; Narrow discipline vision and lack of comprehensive curriculum literacy; Due to historical reasons, the professional development of teachers in some disciplines is relatively backward, and many disciplines lack leading figures.

3. The quality of students varies greatly.

In the past two years, the school scale has expanded rapidly, but the structure of students has not changed fundamentally; Although after three years' efforts, the quality of school education is gradually coming out of the trough, there are still quite a few students who have no clear learning goals and lasting learning motivation, and their study habits are poor. Community parents' family education ability is generally weak, and school education and teaching management is facing new challenges.

4. Social evaluation needs to be changed.

Great changes have taken place in the school in three years, but the progress of diligent middle school has not been fully recognized by the outside world, and the social evaluation is quite different from the current situation of the school, thus reducing the enrollment of high-quality students and affecting the development confidence of teachers and students. Therefore, it is also an urgent task to let all sectors of society know more about the development and progress of the school and get support from all sectors.