Analysis Of Problems With Senior Middle School Teaching Management And Strategy Research

By surveying comparing and documenting, this article makes specific analyses of the present situation and problems in senior middle school teaching management and sums up the three aspects of the problems:1) Unclear goal, low efficiency and simple method are not suitable for contemporary teaching management.2) Unscientific assessment of teachers and students values results and slights process.3) Superviser of poor quality doesn' t adapt to scientific management.It also points out the main .causes of the problems as below:First, affected by traditional experiential mode, the superviser, without an over all target, lacking correct teaching conception and education quality conception, and knowing little about the education laws, leaves teaching management stop over day - to - day management level. Next, too many measures of assessing teachers and students values results and slights process. Once more, administrative and economic ways used mostly in management are full of stiffness and lack of suppleness. To convert from traditional experiential management to modern scientific management., according to modern-behavioral scientific management theory, the author raises corresponding strategies and makes preJ iminary explorations in the following three respects superviser' s scientific directions for teaching, developmental assessment of teaching and new requirements to supervisors. Scientific directions for routine teaching emphasizes the management of teachers' preparing the lessons and classroom-teaching. The plan for developmental assecsment of teachers & students and developmental assessment ofstudents' coaplex quality are adopted in assessing both teachers and students. New requirements of supervisers are mainly about their quality acquiring new knowledge and their ability to coordinate staff relationships.