Systems Analysis About Sustainable Development Of The Primary And Secondary School

With today's international situation, a more urgent need for educating the new generation in China has presented itself, giving rise to new requirements and missions for primary education. In front of difficulties and challenges, China's primary education should keep its momentum of development in a healthy and steady way, insist on a sustainable manner, and integrate the thought of sustainable development with the ideals of running schools, training teachers, and managing school affairs. The sustainable development of the primary and secondary school is conductive to the adaptation to the changes in education, beneficial to forming the self-governing of schools and good for the professional development of the headmasters and the teachers, as well as to the growth and development of the students. In a certain sense, he who first realizes the significance of the sustainable development of a school, who builds up and carries out the sustainable development strategy, will keep his school developing in a healthy, sustainable and rapid way.School, as a carrier and reflection of the education system as a whole, is a special kind of organization, as a result, choosing the right system becomes an inevitable topic for school management and sustainable development. All the schools are under the influence of the system to which it belongs, and the ways that schools manage and operate their daily affairs and whether they are successful, to a large extent, reflect the system background in which the schools are run. Judging from the reality, however, the primary and secondary schools are still facing quite a lot pressure and big difficulties in the process of sustainable development. In terms of the education management system, the up-bottom centralized management puts schools in a position of submission and obedience. Consequently, schools can only take safety as their primary goal and standard in development in order to gain award from the system. In terms of the inner management, schools, as one of the three pillars embodying the sustainable development, also are tightly bound by the system. Speaking from the point of view of a headmaster, considering the nature of his work, it's difficult for him to adapt to the need of the sustainable development; speaking from a point of view of the teachers, taking the status quo of their real lives into consideration, the teachers'self-recognition, ability and creativity all become barriers for their future development; and speaking from the point of view of the students, with their self-developing ability, practicing ability and creativity in mind, their sustainable development is still worrying.In front of such a system difficulty for the sustainable development of the primary and secondary schools, if we want to achieve the objectives of education reform, raise the academic level of schools, and realize the sustainable development of schools, we must reform the management system of the primary and secondary schools and set up a new education system. As for the management system, we should change the system into something that will give the initiatives to schools; as for the headmasters, they should make clear their role and use their powers in a better way; as for the teachers, we should reform the teachers evaluation system and push forward the professional development of teachers; as for the students, we should cultivate their creativity and urge them to develop for themselves; as for the schools, they should know clearly the direction they are going and carry out a more strict quality evaluation; as for the long-term development perspective, we should reform the structures of management of schools, advocate a culture within the campus and lead on the primary and secondary school development.