Connotation Construction Drives The Value-added Research Of School Effectiveness

At the stage of compulsory education,the western-style rural primary schools based on scale expansion have been unable to meet the actual needs of students for high-quality educational resources.The school's educational vitality has also led to the implementation of schools in most schools due to lack of internal motivation.Weary state.Therefore,all types of rural primary schools in western China must transform their development methods into connotative development to seek new outlets.The connotation construction of schools is the basic proposition for school reform and development,and it is the logical starting point for schools to realize connotation development.School effectiveness evaluation is a kind of development evaluation.The dominant school effectiveness evaluation results can objectively reflect the school education level and education quality.This study starts from the solidification of western rural primary school development methods,the lack of educational vitality,and the fact that school effectiveness is low.We selected Beijing M Primary School as a reference study case,and used research methods such as participation observation,questionnaire surveys,and interviews to use case schools."1+X"curriculum construction and implementation are the main lines,explaining the school's connotation construction theory and school efficiency value-added theory.On the basis of theory,the relationship between school connotation and effectiveness is identified.Based on the connotation development and efficacy value-added theory as a guide and focusing on the case school education practice,the connotation building drive efficiency value-added mechanism and its operation process were analyzed and many problems were discovered,such as the "1+X curriculum"structure dimension,the national foundation.There are misconducts in the integration of curriculum,miscellaneous content in school-based curriculum,and anomie in teaching activities.In the implementation of the curriculum,the establishment of curriculum objectives and the teaching activities are indiscriminate,the teaching methods are solidified,the examination-based education is implicit in the classroom,and the curriculum evaluation In terms of dimensions,students' assessment methods are in a form and teachers' evaluation methods are simple;in terms of curriculum guarantee,teaching resources are not allocated properly,and the school curriculum management mechanism has yet to be established;On the basis of clarification of the issues,the analysis of the curriculum structure problems,implementation problems,evaluation problems,and protection issues found that the three major courses outside of the number of words received different degrees of emphasis are affected by the education policy,with the exception of the number of words.And the implementation of a lack of theoretical guidance and teaching supervision;teaching practice tends to ignore the objectives of the curriculum,the combined forces of various elements of the education system does not play a role;academic achievement measurement of people's status continues unchanging,teacher performance depends on the level of academic achievement of students;after integration The division of labor in the teaching services division is not clear enough,and the school leaders have not fully assumed the responsibility for curriculum management;In response to the problems of school-based curriculum reform,school organization management,and campus culture construction,the case schools should effectively change the concepts of education and teaching,start internal governance of schools,deepen curriculum and teaching reforms,construct student evaluation models,and comprehensively promote professional development of teachers.More emphasis on school culture.This study has conducted in-depth research and discussion on the practice of connotative construction in the case school focused on "1+X" curriculum and the operating mechanism of contributing to school-based value-added operation through connotation.Its purpose is to use multivariate correlation analysis and statistics.Analytical methods are used to explore the dialectical relationship and driving principles between the school's connotation construction on the thematic level and school effectiveness on the guest level.In identifying mechanisms and analyzing the problems in the practice of individual school reforms,we have also provided solutions to meet the purpose of transforming development methods in elementary schools,stimulating educational vitality,and improving educational quality.