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教学工作有一句行话,叫作“兴趣是最好的老师”。这一兴趣多放在培养学生学习兴趣的层面来理解。其实,推而广之,教师对学生有兴趣、学生对教师有兴趣、教师对教学有兴趣、学生对知识有兴趣、行政对管理有兴趣等等,这似乎都是顺理成章、水到渠成的理想效果,但在实际工作中可能因各种条件而千差万别。在学校管理中,尤其是对薄弱学校的管理,笔者通过实践探索,认为需要进行必要的逆向思考,这样有可能带来学校面貌的大改观。
Teaching work has a jargon, known as “interest is the best teacher ”. This interest is more on the level of students interest in learning to understand. In fact, it is obvious that teachers are interested in students, students are interested in teachers, teachers are interested in teaching, students are interested in knowledge, and administration is interested in management. All this seems to be a logical and logical conclusion. However, the actual work may vary greatly depending on various conditions. In school management, especially for the management of weak schools, the author thinks through practical exploration that the necessary reverse thinking is needed, which may bring great changes to the outlook of the school.