The Predicament Of School-basedimprovement And Its Way Out

In the 1980s,western countries began to transform from an industrial society to an information society.As education is a national priority,improving education requirements has become an inevitable requirement for countries to seek development.Governments all over the world generally recognize the importance of education for talent cultivation,and many countries attach great importance to the reform and development of basic education.In the field of basic education,many countries take important measures to promote the improvement of schools,hoping to improve the national quality through education and thus enhance the national competitiveness.Since 2006,influenced by foreign studies on school improvement,China has also carried out theoretical and practical studies on school improvement,and issued a series of documents to deepen educational reform.Throughout the theoretical and practical studies on school improvement carried out at home and abroad,although some achievements have been made,there are still some problems.On the whole,school improvement research has not formed a system,and there have been one-sided and fragmented studies,which have not provided a reliable theoretical basis for the practice of school improvement.Existing researches mainly involve the research on the subject of school improvement and the content of school improvement,but there are few researches on the plight in school improvement.Therefore,this study obtains the data on the real plight in school improvement through interviewing principals,and conducts attribution analysis to enrich the study on school improvement.This study comprehensively scanned the school improvement process through the interviews with the principals of four schools.The interview time of each principal is about 20-30 minutes.According to the actual situation of this research,some principals have conducted two face-to-face interviews,while others have conducted two telephone interviews to enrich the data of this research.This interview is divided into four dimensions.The first dimension is the original intention of school improvement.The second dimension:measures to improve schools;The third dimension:the realistic dilemma of school improvement;The fourth dimension:the cause of the dilemma.This study obtained these four aspects of data through the interview with the principal,and analyzed the data to clarify the background,motivation and measures of school improvement,clarify the realistic dilemma in school improvement,and make attribution analysis on the data obtained.Finally,learning from the successful improvement experience of each school provides beneficial experience for the development of school improvement research.By collating the interview data,this study summarized out the school to improve the original intention and background of refining the four schools,the important measures for improving the four schools in the aspect of improving mainly concentrated in the school’ s educational philosophy,improve the campus physical environment,characteristics of school-based courses,take teachers as the main body,to improve teaching quality course for the gripper these four aspects.In the process of school improvement,every school has encountered difficulties,which mainly include delayed implementation of some related requirements for school improvement,blocked transmission of principals’ ideas,teachers’ sense of occupational burnout,teachers’ lack of vitality,and blocked formation process of joint efforts of family and school.This paper makes a detailed analysis of these four dilemmas,and the main reasons are as follows:the school improvement system is not perfect,and the main responsibilities are not cl early divided;The principal lacks comprehensive leadership;Teacher management redundancy,lack of teacher incentive mechanism;Parents’ awareness of education is not high,and schools lack effective communication channels with parents.To this end,this study puts forward four Suggestions:improve the relevant system,the division of the relevant main responsibility;2.Enhance the principal’ s leadership,enhance the principal’ s ability to improve and innovate the teacher management system,and stimulate the teacher’s vitality;Enhance the awareness and ability of parents to participate in management,and increase the communication channels between schools and parents.