What are the general characteristics of school management thought?

As a relatively independent ideology, school management thought has its own characteristics.

First, the unity of historical tradition and the spirit of the times.

No matter in China or in the west, school management thought has a profound historical tradition. As a management culture, it has historical inheritance, which not only had an important impact on the school management at that time, but also left a lasting legacy, giving valuable inspiration to future generations. At the same time, with the development of the times and the progress of history, we will constantly develop and enrich new content, cast the spirit of the times and brand it with the times. China's ancient management thoughts of "people-oriented" and "respecting talents and abilities" became the general program of enlightened monarchs in governing the country and keeping the country safe, teaching and educating people. Combined with the characteristics of the times, it has developed into a fine tradition of "ideological and political work" advocated by the Chinese production party and a "meritocracy" employment route, which naturally becomes an important part of China's school management thought and plays an important role in modern school management.

Second, the integration of educational concept and management concept.

In the history of Chinese and foreign education, school education management is subordinate to administrative management from the beginning, and school management and school education are inherently integrated. Therefore, the integration of educational ideas and management ideas stems from the integration of their practices. Since school management was separated from school education and became relatively independent, the concept of school management was gradually separated from the concept of education, forming a relatively independent ideological system, that is, school management thought. It can be seen that the difference between school management thought and other management thoughts (such as enterprise management thought) lies in that it is a companion of educational ideas and a management thought serving educational work, and its emergence, evolution and development cannot be separated from the guidance of corresponding educational thoughts; At the same time, the reform and implementation of a certain educational concept must be supported by the corresponding school management concept. Educational ideas and corresponding management ideas complement each other in school education practice and form an organic whole.

Third, the unity of * * * and individuality.

School management thought has gradually formed some theoretical principles in the long-term practice test and historical accumulation. These theoretical principles reflect the essence of school management and have universal guiding significance for school management practice. This shows that the school management thought has the characteristics of * * *. However, due to the particularity of school management practice, the different scope and degree of people's understanding, the difference of thinking mode and values and other factors, the manifestations of school management thought are diversified and multi-level. Some emphasize the rule of law, some emphasize the rule of virtue, some emphasize emotional input, some emphasize political tactics, some emphasize individual talents, and some emphasize teamwork; Some manifestations are macroscopic, systematic and theoretical, while others are microscopic, scattered and experienced.

School management thought has both individuality and individuality, which is the unity of individuality and individuality.