How to improve the enthusiasm of teachers to participate in the transformation of scientific and technological achievements

1. Meet the most basic needs of teachers.

The needs of survival, security and belonging belong to people's low-level needs, but they are the most basic needs of people and the needs that school administrators easily ignore. Schools are places for educating people, and should provide beautiful natural environment for teachers and students and create a rich cultural atmosphere. Flowers and trees are essential, as well as lawns, running water and rockeries. As many as possible are created. School motto, slogan, newspaper column and window can embody the spirit of the school and highlight the culture of the school. Even if the school conditions are simple, a well-paved stone road, a small well-intentioned signboard among flowers and trees, and a "warm reminder" on the roadside wall can all reflect the humanized and tasteful characteristics of school management.

Improve teachers' office conditions and meet teachers' office needs. For example, the office is equipped with air conditioning and other equipment to provide teachers with a "warm in winter and cool in summer" office environment. A pot of green flowers on the windowsill and a Jason Chung hanging on the wall seem to be casual, but they can bring warmth and pleasure to the teacher. Good interpersonal relationship and harmonious office atmosphere can bring teachers a sense of belonging, give them a good mood and make them have a good working attitude. This effect will not occur naturally, and it needs managers to design it deliberately, actively advocate it and gradually form it through management. For another example, schools can arrange regular physical examinations for teachers every year to eliminate their health concerns about work.

Caring for teachers' lives and providing them with a pleasant working environment and a comfortable living environment may seem like a small problem, but it has solved teachers' "worries" and met teachers' most basic needs. It is a problem that cannot be ignored and is the primary link to mobilize teachers' enthusiasm.

2. Give teachers enough humanistic care.

Now there is a saying: "Unhealthy teachers are constantly producing unhealthy students". Nowadays, the psychological status of primary and secondary school teachers is undergoing an unprecedented test, and they are burdened with unprecedented psychological pressure.

The first is the trouble of occupational stress. The performance is: the test pressure is too great, the interpersonal relationship is too tense, and the workload is heavy, which makes the teacher overwhelmed.

The second is the aggravation of teachers' job burnout. Burnout refers to a specific psychological state, which is characterized by emotional exhaustion, disintegration of personality and low sense of accomplishment. Emotional exhaustion refers to the exhaustion of teachers' personal enthusiasm for work, which is a state of extreme emotional fatigue; Personality disintegration means that teachers show indifference and negative behavior to students and alienate them as much as possible; Low sense of accomplishment means that teachers lack higher pursuit of their work.

Therefore, round after round of teaching reform challenges teachers' psychological quality. Today, the curriculum reform based on the new curriculum is gradually moving towards the campus. As a "revolution" in the field of school, while sublating the old educational concept, it also strongly impacts the executor of curriculum reform-teachers, tests teachers' psychological endurance and psychological development ability, and restricts teachers' mental health level. For teachers, every teaching reform actually means denying their past and surpassing their educational ideas and behaviors, which is undoubtedly a process of spiritual experience.

Nowadays, education pays more attention to the social value of education and the life value of students, but less attention to the life value of teachers themselves. It can be said that humanistic care for teachers themselves is a "blind spot" in today's education. It is shown as follows: attaching importance to restraining teachers with discipline, ignoring teachers' psychological needs and emotional reflection; Attach importance to teachers' professional development and despise personal development. It is estimated that about 120 teacher suicide cases are permanently exposed by the media every year, while more cases are not reflected by the media, and some cases are officially deleted and blocked.

Modern school management is changing from legalization and institutionalization in the past to humanization and humanism today. Managers should be teachers' psychological "masseurs" and give teachers more humanistic care. This is the need to meet the respect of teachers.

3. Build a platform for teachers' professional growth.

School leaders must understand that "caring for teachers' life" meets low-level physiological needs and safety needs, "caring for teachers' psychology" meets respect needs, and "caring for teachers' growth" meets high-level self-realization needs, which is the ultimate demand of teachers. Teachers all have the desire to develop professionally and realize their life ideals. They very much hope that their education and teaching level can be improved through various forms of training and they will be in an invincible position in the future competition.

First of all, school leaders should build a platform for teachers' professional growth. Schools should provide teachers with as many opportunities for study, further study, training and evaluation as possible. It is necessary to establish a scientific, objective and fair incentive mechanism that is conducive to teachers' professional development. The principal's main task is not to manage the teacher, but to build a stage for the teacher. "The leader who makes teachers feel that they are leading is the most knowledgeable leader". This type of leaders usually focus on the overall situation and ensure the direction of major events. Although they pay attention to the specific work of teachers, they will not interfere too much and can create convenient conditions for the specific work of teachers in an appropriate way. One of the ultimate goals of management is to realize "no matter", that is, to enable teachers to manage themselves. Schools should establish famous teachers, use them to promote famous schools, and give full play to their leading role. Advocating "academic leave", that is, organizing some teachers to study outside, can activate "a pool of stagnant water" to strengthen the construction of teachers and build a team of teachers with high professional quality and strong professional ability. Cultivate teachers' feelings for the school and make them "proud that I am a teacher in this school".

Secondly, schools should pay special attention to teaching and scientific research. The management of teaching and scientific research is the most direct and close work related to the professional growth of teachers in all school management. It can be said that strengthening education and scientific research is an important way to promote teachers' professional growth. Do a good job in teaching and scientific research should start from the following three aspects:

1) leadership management of research-oriented principals. The principal is a research-oriented principal or a research-oriented vice principal. Without the personal participation and guidance of the principal or vice principal, the teaching and research work will become empty talk (for example, it is with a scholar-type principal and a research-oriented principal that the school's teaching and research activities can be carried out stably, with fruitful results and many famous teachers, which has played a leading role in the region). It is necessary to set up a teaching and research center, recruit full-time researchers, establish teaching and research files, and give play to the guidance and service functions of the center. Formulate various systems of teaching and scientific research, clarify the responsibilities of teaching and scientific research of personnel at all levels, and establish and improve the reward system. Change the support point of teaching and scientific research, and change power management into system management.

2) Focus on scientific research. The key point is the teacher, who decides success or failure. Different requirements are put forward for teachers of different ages, and scientific research should be staged. Establish the view that "a new teacher doing a good job in class is scientific research". To guide teachers to sum up some teaching experience, the article must come from teaching practice. Adhere to the scientific research principle of "from practice to practice". Take the topic as the carrier, the classroom as the stage and the activity as the platform. Create a strong atmosphere for teachers to engage in teaching research. Relevant surveys show that students least like teachers who are not engaged in teaching and research and are dedicated, and most like teachers who do less teaching and research.

3) Cultivate scientific research growth points. The instructor turned the question into a topic. Scientific research should solve the problems in schools, especially in teaching, and do scientific research in the classroom. Think small and start with small problems. We should adhere to the guiding ideology of "problem is subject, teaching is research, and growth is achievement". To deal with the relationship between tradition and inheritance, we should not only learn and carry forward the advantages and advantages of China's traditional education, but also selectively learn from the advanced theoretical achievements of western modern education.

4. Learn Chinese management.

Meeting the different needs of teachers is based on internal factors, and as a modern formal school, to fully mobilize the enthusiasm of teachers, it is necessary to emphasize external factors and finally implement them in management. It is necessary to establish a modern school system, run schools according to law and implement scientific and standardized management. But we should also pay attention to the understanding of China culture, and learn Chinese management according to the characteristics and habits of China people and the social foundation and background of China. For example, some schools copy modern enterprise management, and when formulating the school leave system, the regulations are too "rigid" and too "overbearing", without considering teachers' economic endurance and psychological acceptance, which leads to teachers' emotional aversion and passive slack, and fails to achieve the due results; However, some schools take into account special circumstances such as teachers' weddings, children's college entrance examinations, joining the army, and even female teachers' abortion, and consider teachers' economic endurance and psychological acceptance. Such a system not only has human culture, but also can achieve the expected purpose of management. Therefore, enterprise management is effective for those schools that lack cohesion, and it is not suitable for the characteristics of China schools and the habits of China people in the long run. Chinese-style management is the management of water, which pays attention to both rigidity and softness and goes with the flow; Chinese-style management is Taiji-style management, emphasizing change, flexibility and affection. It is the management of rule by man plus legal system; It is management full of ethical spirit; It is a moderate and harmonious management; It is to manage with "inaction" and pay attention to "inaction". "Nothing" is not doing nothing, but just right. Understanding and learning Chinese-style management is not unprincipled and unruly, denying the legal, standardized and scientific management advocated by modern school management, but emphasizing the ingenious combination of the two, which is more conducive to mobilizing the enthusiasm of China teachers in China schools.

5. Formulate scientific and reasonable incentive policies.

The annual reports of governments at all levels will mention vigorously developing education. Three generations of gentlemen. Today, with the development of modern education, it is far from enough to rely on the attention of school leaders to really stimulate and improve teachers' work enthusiasm. To form a "three-dimensional combination" of society, family and school, it is also inseparable from the policy support of the government and the policy encouragement of the education authorities.