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(1) Philosophical construction mode Just like other social science researchers, many school management researchers are very good at asking questions from a philosophical perspective, so when they understand school management methods, they must reiterate the basic philosophical views of Marxism, thus forming a philosophical series of school management methods, such as seeking truth from facts, taking the mass line, looking at problems comprehensively, and using dichotomy [1]. There is no doubt about the value and function of these methods, but their influence on school management is not much more qualitative than that on other work. Therefore, strictly speaking, they are just thinking methods covering social life, and it is difficult to reflect the ontological characteristics of school management methods.

(2) The construction mode of system science The wide application of system science in social science and behavioral science has gradually spread to school management, especially after the 198 s, China' s school management research began to introduce system theory in methods and put forward a system science system of school management methods, which includes system method, information method and feedback control method [2]. Compared with the philosophical method series, the method series thus formed has different influences on school management in different aspects and to different degrees. However, because it is still at the level of methodology, and new terms are piled up one after another, it is even less helpful to the completion of school management tasks.

(3) Basic management mode This mode is the result of directly introducing the basic methods of management into the field of school management. There are far from one person who holds this attitude, and their views are close. For example, some put forward administrative methods, legal methods, publicity and education methods, economic methods and consultation methods [3]; Some put forward administrative methods, legal methods, economic methods, ideological education methods and academic methods [4]. Basically the same. It is clear from the trial that the general methods of general management science in enterprise management, military management, transportation management and other fields are summarized, and even the name has not been greatly modified, so it has become a "master".

(4) management factor analysis mode As the name implies, this mode mainly puts forward and constructs the management method system from the composition of management factors. As we know, management elements include people, money, things, time, information, quality, etc., and accordingly a corresponding method system can be formed. For example, some books talk about the methods of managing time, managing people and things, managing information and managing quality, [5] which is roughly consistent with it and clearly obtained by means of factor analysis. It seems understandable to adopt this way of understanding school management methods, but management methods in other fields can also be understood as usual. In this way, this kind of analysis is still a "universal" method analysis, so it is more difficult to form a unique system of school management methods.

(V) Construction mode of leadership science It is generally believed that leadership science is a branch of management discipline in the dimension of management function, so leadership scientific method is only a part of the functional type of management scientific method. In practical research, the construction of school management method system from the perspective of leadership science is mainly based on the traditional leadership experience of our party, which is formed by drawing lessons from and expanding appropriately. General School Management, edited by Mr. Qi Liangzu, describes it as: the method of organization calling and promotion, the method of supervision and inspection, the method of concrete help, the method of control and the method of letting go. [6] It goes without saying that this model is more inclined to the exercise of leadership functions and the play of leadership role, emphasizing the incentive and regulation of people's enthusiasm, which is indeed of positive significance to the development of traditional experience. However, its limitations are also clearly visible: first, the traditional leadership method lacks the effectiveness of guiding the exercise of decision-making, organization and coordination functions; Second, all kinds of leadership methods are also available to leaders from all walks of life, and they cannot reflect the uniqueness of school management methods.

(6) The perceptual knowledge model is quite similar. Some school management works do not advocate setting up a special chapter on school management methods at all. Instead, the problem runs through the discussion of various work management in the school. The reasons for this are complicated, and most of them are due to the immature theory of school management methods. For example, School Management compiled by Heilongjiang Education Institute, School Management written by Mr. Xiao Zongliu, School Management edited by Mr. Yan Yonghuang and Mr. Huang Guozhang, and Modern General Education Management edited by Mr. Deng Pinshan and Mr. Kang 'er Guī @ In addition, some people have conducted a more in-depth study on the special management of schools. For example, Zhao Xuehua and Xu Fengyun co-authored the book "Management Methods of School Class Success Education", which listed as many as 133 methods for class management. Generally speaking, this model is characterized by specificity, strong sensibility and easy operation, but there are too many superficial and empirical things, and the theory integration is poor, and it does not pursue the construction of an organic and complete method theory system.

Of course, the study of school management methods is not limited to the above six cognitive models. Some researchers neither appreciate nor insist on putting forward the viewpoint from a certain angle, but activate thinking, expand ideas and put forward opinions more widely, and then get together to form a system of school management methods. For example, the seven methods [7] mentioned in School Management edited by Mr. Sheng Shaokuan, such as investigation and research, grasping points and covering areas, quantitative statistics, prediction, feedback, coordination, education and encouragement, involve not only the method understanding of traditional leadership science, but also the method concepts of modern system science and management science, which shows their good intentions of "being inclusive and integrated into one furnace"; However, the result is still inevitably patched up, and it cannot be said that a complete, reasonable and unique school management method system has been formed.

Looking at the overall situation of the research, the understanding of school management methods is still in a vague state, far from reaching the level of accurate grasp. This is not only because different researchers have different views and formed different cognitive models; Even the different versions of the same researcher's works of the same name have almost different understandings because of the objective time difference. Take "Introduction to School Management" edited by Mr. Zhang Jizheng and others as a liberal arts textbook in colleges and universities as an example. The 1984 version is basically a philosophical understanding model and an analysis model of management elements, while the 199 version tends to be a basic model of management and a scientific understanding model of leadership. Which research model or models are more accurate? How to construct a scientific and effective school management method system? The question is still difficult to answer at the moment. In the words of Mr. Zhang, "it still needs to spend great energy to explore." [8]

Second, my humble opinion on the theoretical orientation of school management methods

I hope that the study of school management methods can achieve idealized cognitive results, and it must be theoretically positioned. Taking this as a breakthrough in research is not easy, but it is a natural move. Here, we don't want to give an unusually clear and correct answer, but only talk about some views on its thinking:

(1) Definition of basic concepts: Definition of the extension of school management methods

As the primary condition of correct thinking, basic concepts are very important for discussing problems, writing articles and exchanging ideas. Lenin once pointed out: "If we want to argue, we must clarify the concepts exactly." [9] The same is true of school management methods. Without a clear understanding of this concept, it is impossible to accurately determine its theory, and the rational debate situation based on the same basis cannot be formed, which makes it even more extravagant to deepen the research.

In many works, the concept of school management method has different interpretations. According to these explanations, it can be inferred that there are usually three different conceptual propositions lurking in the intuition of researchers: < P > ⅰ. School management methods generally refer to all methods that are helpful to the development of school management;

ii. School management method refers to the management method formed and applied in the field of school management;

ⅲ. School management method is the management means and measures taken to complete the specific work of the school.

In order to select the concept proposition of school management methods with more practical value, we might as well analyze the relationship between school management methods and methods, management methods and teaching management methods according to the knowledge of concept system and logic.

First, methods are huge conceptual systems, and school management methods are only a "generational" subclass in the method system, which is very different from the methods in the general sense. Because it adds the dual connotation of school education and management to the method, its extension is much smaller than the concept of "method";

Secondly, the school management method is directly subordinate to the management method concept system as a method concept subsystem, but it is still different from the general management method. Because it adds the special connotation of school education to the connotation of management method, its extension is naturally smaller than that of "management method";

Thirdly, the school management method itself is a smaller conceptual system, which includes specific means and measures of management in various fields within the school, such as teaching management methods. Because it lacks the special connotation of teaching than the teaching management method, its extension is bigger than the concept of "teaching management method".

It can be seen that the value judgment made in Proposition 2 is more appropriate, that is to say, the school management method is a concept with a modest scope between the management method and the management means and measures in various fields within the school, and its extension is smaller than that of "management method", smaller than that of "method" and larger than that of "teaching management method" (as shown in Figure 1). The concept of school management methods is not clearly defined, especially its extension is not restricted, which must lead to bias and confusion in the research.

finally, I wish you a smooth operation!