Research On Primary And Secondary School’s Ritual Management

There are many basic ceremonies in primary and secondary schools, such as flag-raising ceremony, grown-up rites, graduation ceremony, Young Pioneers-joining, League-joining and Party-joining ceremony and festival ceremony. Rituals are unfailing as they have certain intension and symbolic significance. In the wake of deepening and implementing quality-oriented education and completing training target to students in New Lesson Change, school rituals have further profound functions in moral education, sentiment inculcation and value cultivation, more than their symbolic significance. However, school rituals take stress on form, not on intension; on consequence, not on procedure; on inculcation, not on comprehension. So we have to introspect on the value and meaning of holding rituals in school. In this context, exploring the value of school ceremony and how to activate its value is of important the theoretical and practical significance.This paper is to resolve these four questions:What’s the management of school rituals?Why to study school ritual management?How to develop school ritual management?How to carry out school ritual management effectively?The paper takes Qualitative Research to choose four diverse school rituals in five different schools respectively. I have a depth interview with part of managers and teachers in these schools and take a questionnaire survey by200students selected randomly. Information collected provides me required realistic background materials and abundant practical support for the research.It is proclaimed that school rituals are manageable. It appears essential to manage school rituals under the severe condition that nowadays school rituals are spread unchecked and formalized. School ritual management is to exchange abstract concepts into operational terms and to make manager start with specific elements and structure, analyze and propose strategy of how to manage school rituals.In element and structure of school rituals, it can be divided into visible material elements and invisible psychical elements. Firstly, visible material elements, including objects, language, behavior and voice, construct ceremony surroundings with special emotional keynote. Under the guidance of stimulation mechanism, to design procedure of school rituals without constraint, to do ritual spatial arrangement decentralized, to set scenes in consistent with emotional keynote and to play more selective roles in school rituals are four management strategies. These strategies improve or change the status between every ceremony surroundings and enhance coordination among each other and create ritual space in accord with ritual key. And secondly, invisible psychical elements, including ritual theme, group gathering, group feelings and common concerns, promote in turns and connect each other and form emotional joint structure. Under the guidance of motive force, two management strategies, which are acquirement of promoting-type adjusting focus and transformation of positive feelings, make students experience and comprehend the emotional and mental energy in school rituals.School ritual management is subject to every element in school management surroundings. Surroundings influence school rituals by concept of school ritual management and management environment of school ritual control. Administrative concept should abolish tooling-view, set up dramaturgy and pursue comprehension and communication. Management environment covers new cognition of organizational power, new model of organizational pattern, new tendency of membership credentials and new formulation of organizational systems. Besides, whether to create characteristic school ceremony is also an important guarantee of school ceremony management. On one hand, school management surroundings effect school ritual and make it show the inherent property of the surrounding. On the other hand, features of school rituals promote school management surroundings as a unity, cooperation, full of humanity and democratic world.