A Case Study Of The Self-reform Of Schools With Weak Schools

All along,the transformation of low-preforming schools in China is emphasized from the government point of view into the people, financial, material, that is. relying on external forces to support the promotion of low-preforming schools reform and development, so long ago, it is easy to cause school members to rely on psychology,Hinder the development of the school. The lack of school strength and lack of research is an important factor affecting the transformation of weak schools.As the nature of the low-performing school is unclear, the analysis of the cause is not comprehensive, the government and schools are ignoring the low-performing school itself in the transformation of the power. In fact, in the current inter-school resource allocation is basically the case, it is precisely because the weak school did not give full play to their own strength, self-thinning consciousness, lack of self-development, which led to a large gap with other schools. School strength refers to the weak school in the transformation process, recognize that they are with development potential and ability, and actively mobilize the resources of all parties,independent analysis, independent choice, independent planning and self-practice in order to achieve their own development goals, change the past negative Passive concept, fully show the school's actions.In this paper, taking LH school in Nanjing as an example, this paper tries to understand the possible and difficult situation of the low-performing school itself by deeply understanding the transformation process of this school. This article expounds the self - transformation of the school from the four aspects of the source, presentation,evaluation and evaluation of school power. First of all, the source of school power is mainly supported by the government, but the weak schools want to seek long-term development must be outside the support of the school itself into the power of their own. The school shows the power of the school through explicit curriculum construction and the creation of the school environment, as well as the concealment of cultural nourishment and activity infiltration. However, the school strength is the difference between strength and strength, in this school emphasizes the concept of education, and weaken the value of the examination. Finally, from the possibility and difficulties to reflect the power of weak schools, emphasizing the role of key figures in the transformation of the school to bring hope to the transformation of the school,and the educational concept of conflict, ideal and reality of the conflict are leading to the difficulties of school reform. Moreover, the school advocates the concept of educating people and the mainstream of the concept of social conflict, the school recommended road for these students may be a class of reproduction, in this case in the reflection of the role of low-performing school strength direction.Through the description of the above four dimensions, summed up the low-performing schools want to seek long-term development, it is necessary to fight for the help of the government, but also to abandon the sense of self-weak, proactive self-transformation. Weak school itself is a self-transformation of the power,this force both tension and the role of collision.