Pictures of campus wall cultural layout Principals must do a good job in the "three" aspects of school cultural development

When you work on a harmonious campus, your mood is comfortable; when you study on a harmonious campus, your thinking is active; when you walk on a harmonious campus, your thoughts are ethereal. All teachers who have been to Jianping Middle School, Xingzhi School, and Peking University Affiliated Middle School feel this way. A harmonious campus needs a strong cultural atmosphere to support it and a profound cultural heritage to pave the way. As the principal of a school, he plays a decisive role in the development direction and execution of school culture.

As the saying goes: "A good principal is a good school." The principal's ideological tendency determines the development direction of the school, and the principal's ideological realm determines the ideological realm of the school teachers. A good school is not about having first-class hardware facilities, but about having first-class teachers; a good school is not about having daunting rules and regulations, but about having a harmonious humanistic environment; a good school is about having a harmonious humanistic environment. It does not have a vigorous superficial image, but a profound cultural connotation. As a principal, if you want your school to be at the forefront of its peers, you need to work hard on cultural development.

The principal must become an advocate for the development of school culture

The culture of the school is reflected in all aspects, both explicit and implicit. Explicit ones include school ethos, rules and regulations hanging on the wall, etc.; implicit ones include teachers and students’ speech, behavior, ideological tendencies, etc. A good campus cultural atmosphere must ultimately transform the explicit into the implicit. A good campus culture does not require forceful indoctrination. Its influence on people is subtle.

Culture is the connotation of a school, and the connotation determines the quality of teachers and students, and the quality of teachers and students determines the development prospects of the school. Whether a school can have broad development prospects depends on how to create a strong cultural atmosphere. In this regard, as the legal representative of the school, the principal should become an advocate of school culture.

The motto of our school is "make a little progress every day", which is the school culture development concept proposed by the principal himself. No matter whether you are a teacher or a student, you are not born knowing everything. You need to accumulate it bit by bit in order to reach the pinnacle of success step by step. Just like a seedling, it grows a little taller every day to become a towering tree; like a river, it accumulates a little bit every day to form a vast ocean. When studying in such a cultural atmosphere, students will feel very happy and not feel like they are being overthrown; when working in such a cultural environment, teachers will feel very comfortable and have a feeling of being respected and recognized.

We know very well that the development of culture must ultimately be implemented into actions, and actions are used to interpret the connotation of culture. To this end, the school has formulated a step-by-step student training plan, with a monthly theme and a series of activities for each theme. For example, after new students enroll in September, the first thing they do is the "Good Behavior and Habit Development Month." In this theme month, the main purpose is to let students develop some good behavioral habits from the first day of school, such as not spitting, not littering, saying "thank you" when troublesome, etc. Each student creates a reflection diary to reflect on his own behavior in this theme activity, compare it with previous behavior, and compare it with the behavior of others to find gaps and progress. Daily flag-raising speeches and weekly class meetings should also be carried out around theme activities, such as "Did you spit again today?" "Can you pick up paper balls on the ground?" "Develop good behavioral habits, It starts with me" and other speeches.

On the surface, this is a series of activities organized by the school. In essence, this is the implementation of campus culture and the use of practical actions to explain the meaning of culture. Through this series of activities, the habitual awareness of teachers and students in the school has been significantly enhanced. On campus, anyone can pick up the garbage on the ground, say "hello" to others with a smile, and take the initiative to line up at the meal...

The following is Xia Dengqing, a student in my class. An excerpt from the reflective diary:

I spit again during recess this morning. To be honest, I didn't mean to do this. I know that I have a bad habit of spitting. Since the beginning of the "Good Habit Development Month", I have been restraining myself and trying not to spit. But sometimes I just forget and always spit on the ground habitually. For this reason, I asked classmate Liu Yang to supervise me and remind me all the time. Despite this, I still spit on the floor again, but thankfully, the frequency of spitting is much less than a week ago.

I believe that as long as I persist, this bad habit of mine will slowly get rid of me. I have this confidence!

The reason why students can have such a big change in their thoughts and behaviors and gradually improve their consciousness lies in the influence of school culture. When the school leaders advocate this, teachers and students can take corresponding actions and use their own behavior to cooperate with the school's initiative.

The principal must be the leader in the development of school culture

The ancients said that "what goes up and what goes up leads to imitation". It can be seen that the leaders' words and deeds in the school have a great impact on teachers and students. The principal is like a flag. Wherever the flag goes, the army will follow; the principal is like a benchmark. If the benchmark is tilted, the shadow will be crooked, and if the benchmark is straight, the shadow will be straight. As a principal, his words and deeds play an important guiding role in the development of teachers and students, and he should be the leader of school culture.

In a school where I worked before, the teachers were all typical “teachers”. They usually prepare lessons according to the teachings and then instill them into students. No one thinks about doing teaching research, writing papers, and improving their theoretical level; no one consciously carries out teaching reforms, explores new teaching methods, and improves the quality of education and teaching. In just two years since the appointment of Principal Sui, the school's teachers seemed to have been replaced by new teachers. In fact, Principal Sui doesn't have any clever tricks. He just uses his own words and deeds to lead teachers to be "educators".

Every time a pre-week meeting is held, after briefly and briefly explaining what needs to be said, the principal will read an article to the teachers. Sometimes I read about teacher cultivation, sometimes I read about teacher education, and sometimes I read about student education. After each reading, the principal also made some comments and encouraged the teachers, saying that these articles are all about the author's experiences. If you write down the facts of what you have done, it will be a good article. Submit it to the newspaper. It is possible to publish, they can write, and so can we, and we should also pick up the pen in our hands and write what we do. The principal does what he says, sets an example, and often gets "tofu pieces" in the newspaper. The principal takes the lead in reading. When rewarding teachers with outstanding performance, the prize is a book about education and teaching, with the principal's signature and words of encouragement on the title page. Driven by the principal, the teachers' enthusiasm for learning has been unprecedentedly high. There are fewer people playing cards when they have time, and more people reading educational theories. There are less people chatting, and more people are talking to students. There are fewer people copying teaching materials and conducting research on teaching materials. There are more people talking; there are less empty words, and there are more people doing practical things; there are fewer people going home after class, and more people picking up pens to write essays... In one year, there are actually more than a dozen articles in "China Teachers News" Published, even more published in provincial and municipal publications.

With the rise of teachers' enthusiasm for learning and the publication of teachers' works, the principal began to provide greater guidance-editing educational theory publications. I still have the first publication he edited, which compiled recent works published by teachers in our school. It also excerpted "Approaching Teacher Development Schools" written by Ren Xiaoai, and "Essays on Education" written by Liang Weiguo and Li Fan. ": Changing the Way Teachers Walk", Sun Huifang wrote "I Write Essays on Education" and other articles, and the publication was titled "Making Campus a World of Thinking".

In this way, teachers are more interested in learning and writing. Gradually, new educational concepts have entered the minds of teachers, and new educational and teaching methods have entered the classroom. Teachers often reflect on their teaching behaviors and teaching effects, change their "way of walking", and greatly improve teachers' quality. Theoretical level and practical ability. Nowadays, teachers can learn voluntarily without being asked by the principal; teachers can perform their duties well without being supervised by leaders.

In a subtle way, the new educational concept gradually takes root in the hearts of the people. The stern faces in the classroom turn into smiles, the severe criticism turns into persuasive guidance, the arbitrary talk turns into teacher-student exchanges, and "rats" after class The "cat-like" teacher-student relationship has turned into a "confidant-like" deep friendship. Under the cultural guidance of the principal, the ideological realm of teachers and students is improving, their behaviors are changing, and their interpersonal relationships are becoming harmonious.

The principal must become a practitioner of school culture development

Campus culture is not just a sign hanging on the wall. It must eventually come down from the wall and realize culture in implementation. Contained value. Knowledge is updated with each passing day, and culture needs to be passed on from generation to generation. What is needed to inherit culture is batches of living and thoughtful people. Whether campus culture can be passed down from generation to generation depends on whether the principal is the first loyal practitioner.

“Teaching by example speaks louder than words.” The impact of the principal’s behavior is huge.

The principal is not the principal of the term "school", but the principal of teachers and the principal of students. The principal should get out of the office, get close to teachers and students, use his own words and deeds to interpret the connotation of school culture, and use his own words and deeds to be the first practitioner of school culture.

Every school pays attention to moral education. From a certain perspective, moral education is not an abstract concept, but a very real phenomenon and a very specific behavior. Successful moral education is an important reflection of the school's cultural heritage, ranging from the "warm reminder" of weather changes to the school's school spirit and motto, school philosophy and educational rules. What you see everywhere are not just the words on the wall, but the people. behavior. When the weather changes suddenly, such "warm reminders" can be seen at the entrance of apartments and teaching buildings: Due to the influence of cold air, the temperature will drop significantly from today to tomorrow. Please keep warm and prevent colds. Such campus culture is very necessary and reflects the humanistic nature of school management. However, this kind of "warm reminder" is only superficial. After a long time, it still feels cold like the sudden change of weather. Those who should be cold still get cold, and those who should catch a cold still have a cold. However, if the principal goes to the classroom or walks on the campus, touches the clothes worn by the students with his hands, and if they are wearing thin clothes, he will give another "warm reminder": "Children, the temperature has dropped a lot, please dress warmly." Clothes to prevent colds!" I thought that the effect of this would be from the outside to the inside, warming from the body to the heart. The impact on students is not as simple as wearing warm clothes, but learning to care about others and always pay attention to the sufferings of those around them.

It is not difficult to imagine that when faced with the slogans posted in the restaurant: "Looking at the past virtuous countries and families, success is due to diligence and frugality, and luxury is broken down", "Thrift is glorious, waste is shameful!" When there are slogans like "Every grain is hard work", the principal will calmly dump half a plate of vegetables or half a steamed bun into the trash can. What impact will this have on the students? How much impact can the posted cultural propaganda have on students? The practice is The best way and way to implement culture is that teachers listen to the principal's words, and students see the principal's actions. They must take the lead in abiding and executing the rules they set. In this way, even if the rules are not emphasized or publicized, they will be internalized into the cultivation of teachers and students, which is the most cultural manifestation.

The key to school management is the management of teachers and students, and the key to school development is the development of the thoughts of teachers and students. Without the enthusiasm, initiative and creativity of teachers and students, no matter how advanced the teaching equipment is, it will not be able to perform as effectively as it should. The core of managing people is to manage people's hearts, and the core of managing people's hearts is the guidance of humanistic campus culture. Only by working hard on the execution of campus culture can the principal improve the taste and competitiveness of the school.

(Author’s unit: Shandong Shouguang Century School

Shouguang Experimental Middle School)