A Case Study On The Model Of Cross-regional Cooperative School Running In Ordinary High Schools

Ordinary high schools bear the important task of transporting talents for higher education and play a crucial role in cultivating students' cultural foundations,fostering their autonomy in learning,enhancing their sense of social responsibility,and practicing their ability to innovate.Therefore,raising the quality of high school education is highly concerned by the society.The Nineteenth Party Congress proposed to universalize high school education and strive to ensure that every child can enjoy fair and quality education.In view of the unbalanced state of high school education in our country,cross-regional cooperation in running schools can complement each other,and to some extent achieve the flow and sharing of quality education resources.It is an effective model under the balanced education development policy.Shanxi Lvliang L Middle School is a successful model for cross-regional cooperation in running schools in Suzhou and Shanxi.Many of these practices are worthy of in-depth study.This secondary school was selected as a case to discuss the school's philosophy,objectives,management system,teaching model,teacher team construction,and cultural construction from the microscopic level.The cross-regional cooperative schooling model was investigated in the case study and analysis.Thinking and analysis.First of all,it briefly introduced the background and the basic situation of the establishment of L Middle School,that is,the school was established under the cooperation of the government of the two countries,and combed the development history of the secondary school.The short time of schooling but significant development results,in stages,there is Focused on achieving the school's goal ofrunning schools and continuing to explore.Then it elaborated in detail the specific practice of the middle school in the process of cross-regional cooperation in running schools.It comprehensively demonstrated the school's specific practices in terms of management system,teaching and teacher team building,student moral education work,and campus culture construction,etc.On the summary and thinking.Finally,it reviews the model of cross-regional cooperation in running schools,and summarizes the results achieved since the school was run.It mainly includes the improvement of teaching quality,the improvement of students' overall quality,the rapid growth of teachers' professionalism,the improvement of scientific research capabilities,and the distinctive features and branding of cross-regional cooperation in running schools.Then,the experience in the process of running a school is analyzed.The first is to export advanced management concepts and management teams with a clear focus on cooperation.Second is to supervise the development of a team of teachers to ensure the impetus for development.The third is to focus on the construction of school culture and deepen the details of cooperation;In order to find out the problems that still exist in the cooperation in running schools,there are mainly problems in the system of cross-regional cooperation in running schools,less opportunities for teacher training,lack of scientific research capabilities,and pressure on leaders and teachers,as well as students.The fifth part puts forward several suggestions and countermeasures for the cross-regional cooperation schooling model.First,the government promulgates relevant laws and policies to standardize the cooperation between the two schools;the second is to establish a long-term cooperation mechanism,define the development orientation,and the third is to innovate teachers' exchanges.With training methods,to create a continuous development of the teaching staff,the fourth is to explore a variety of cooperation models,highlighting the characteristics and advantages of running schools,and hope that this model will play a greater role in achieving a balanced development of education.