Sample Essay on Educational Management?

Educational management innovation is a response of educational management to the development of society and educational management theory itself. Educational management innovation is of great value in promoting the development of society and educational management. The following is a paper on educational management that I have organized for your reference.

I: Postgraduate education management papers under knowledge management

I. Strategies for the effective implementation of innovative knowledge management

1. Define the core objectives and thoroughly understand the connotation of knowledge management

If you want to effectively implement innovative knowledge management, then the first condition is to clearly define your objectives and y understand what exactly is Knowledge management. Knowledge management, that is, knowledge as a major resource for a group or organization to carry out a scientific and effective management. The use of knowledge to improve efficiency, the formation of a healthy competition, and create a new dimension of better management of graduate education.

2. Combined with the traditional concept of education management

Although the original concept of graduate education management has many shortcomings, the traditional management concept pays great attention to the accumulation of knowledge and centralized management. The traditional education management in the teaching system is relatively strong, the management is strictly standardized; there is full communication between teachers and students, students and students. Although this hinders the innovative development of knowledge management to a certain extent, but at the same time, it also accumulates enough referable information for innovation. And the new education concepts in the more importance of students' independent learning ability, management is also more free. As the saying goes, there will be innovation only when there is reflection, and the accumulated knowledge should be reasonably applied to innovation, and the two should be combined to complement each other in order to achieve an ideal balance. That is to say, in the systematic management of teaching ideas for students to learn on their own, and then by the teacher from which to guide.

3. Establish a safe structure for effective knowledge management and knowledge management organization

We need to reasonably build a safe and effective innovative knowledge management structure without compromising the merits of the original graduate education management concept. At the same time, an innovative knowledge management model needs to be developed to formulate a flexible, participatory, safe and effective knowledge management structure to centralize the relevant personnel for effective education management with the concept of teamwork. This requires the establishment of a professional knowledge management organization, and a professional knowledge management organization needs to collect and process knowledge, create a good learning atmosphere and learning mechanism for postgraduate students, and improve their utilization of knowledge. Only with the establishment of a specialized management organization can we better play the role of knowledge management, and rely on such a professional team to guide the knowledge management organization with the changing times and constantly adjust the ways and means of knowledge management.

II. Conclusion

Knowledge management is a key factor to enhance the core competitiveness of countries and organizational competitiveness, we are also in a highly developed knowledge economy era. The current degree of education management of graduate students in colleges and universities directly depends on the entire graduate education management class for the knowledge of knowledge management and the practical application of knowledge management innovation. Only by continuously improving the level of knowledge management can we effectively stimulate the potential of graduate students so that the universities? Graduate students learn and innovate better and improve themselves better. Combine different fields of knowledge from different disciplines with each other to create new knowledge.

II: Research on the management of higher vocational student education

I. Student management under the problem perspective

Problem perspective, this mode of thinking is centered on the problem, built on the passive understanding of students, and give excessive attention to problems, errors.

1. Labeling of students with problems, dissolving student subjectivity and initiative

The problem perspective of education management work will be problematic for students, and once students are labeled as a problem, it will have a "cannibalization effect" on the students, which over time will change the students' view of themselves and their surroundings to them. These changes affect students' self-identity. These changes will affect students' self-identity and their self-confidence in group life. In the process of education management for students, the teacher is in a position of active authority, while students are labeled as "problem people" and are in a passive position. The traditional perspective of the problem of students with problems independent of the negative impact in the collective life, to a certain extent, the initiative and initiative of the students were cut, and even some students appeared to be in a state of despair, "broken" phenomenon.

2. Intervention in a single way, ignoring the impact of the environment on students

In the management of students, the traditional mode of carrying out work is: to find student problems - - to find students and parents to talk - - to explore the causes - - to find students and parents to talk - - to find students and parents to talk - - to find students and parents to talk about their problems. Most of the educational management work under the problem perspective starts from the problem perspective and ignores the impact of the student's own interactions with the environment and the resulting interventions. When problems are encountered, the causes are often uncovered from the students themselves, whose individual characteristics, personalities, and behaviors form the cause of the problems. In fact, many problems are due to students in learning, life, interpersonal communication, family environment and other aspects of the confusion or adversity and triggered, in the search for the cause of the problem often ignored the impact of the environment on students, it is obviously difficult to really solve the student's distress, usually treating the symptoms rather than treating the root cause, but also very difficult to achieve the effectiveness and relevance of the education and management work.

3. The work process is instrumentalized, and the relationship between teachers and students is not equal

The education management work under the perspective of the problem, the teacher is often in the capacity of an expert and a parent, and in the education process, the relationship between the teacher and the student is a clear subject-object relationship. The uniqueness, individuality, and value of students are ignored, and the education management process is defined as an instrumentalized process. As a result, there is a lack of emotional communication between teachers and students, and the human factor, which is the most important element of "humanistic care" in education and management, has been hollowed out. In the university campus, there is even a situation like calling parents, and many students do not want to be called parents, which creates a burden on students' psychology, and they do not accept the teachers' teachings. In the student management work, the instrumentalization of the work mode, presenting the phenomenon of students' rejection of the teacher's education, is not conducive to the good construction of teacher-student relations.

Second, the connotation of education management work under the strengths perspective

"StrengthPerspective" StrengthPerspective is a perspective that focuses on people's inner strengths and advantageous resources. The use of this perspective to carry out educational management work is of great significance. StrengthsPerspective assumes an optimistic view of human nature, no longer focusing on problems, but looking at possibilities. The strengths perspective emphasizes the inclusion of students' strengths when assessing their problems and needs, and the importance of identifying and using students' strengths and their own resources to help them solve their problems, and it emphasizes the role of students' abilities, values, interests, resources, accomplishments, and aspirations in meeting their needs and solving their problems. The Strengths Perspective goes beyond the traditional theoretical formalization of the Problem Perspective and has the following core elements.

1. The strengths perspective is strong *** The focus of attention in the educational process

should be the resources and strengths of the student's interactions with the environment, rather than the problem itself. In concrete terms, the goal of educational management work is to explore students' strengths and create resources to develop their potential. Strengths perspective emphasizes that everyone has their own strengths, all have their gifts, knowledge, skills or talents, some are more obvious, some are not found or mobilized, people are not exactly the same. In certain situations, this potential can be stimulated and mobilized to solve problems through the individual's own strength. At the operational level, the goal of education management work should be gradually shifted to the discovery of students' flashpoints, looking for resources that can be explored to develop students' potential.

2. The dominant perspective is that every student should be respected in the education process

including the dignity, subjectivity and uniqueness of students. Therefore, the education process should prioritize the student's subjective position and respect for the uniqueness of the individual student.

3. The strengths perspective believes that students can change

This change relies on the strengths of the students themselves, and personal experience is an advantageous resource. Each student has the strengths and resources to solve problems on his or her own, and the resilience to survive adversity. In concrete work, the strengths perspective focuses on how students learn, live, interact with others, and get out of difficult situations.

Three, the construction and application of strengths perspective in education management work

1. Recognize the existence of the problem

In carrying out the work of students, the concept of strengths perspective can not ignore the problems faced by students. When dealing with the problems encountered by students, students can be allowed to talk about the problems they encountered, in the process of which they can vent their emotions, which is conducive to the students to put down their psychological baggage. In the process of recounting their experiences, students may show emotions of grief, anxiety and even anger, which is conducive to the educational administrators' more accurate understanding of the students' situation, what they have gone through and the efforts they have made to improve their situation. In educational management, educators need to recognize that problems exist, and use them to discover what shines in students, change traditional educational methods, and enable students to gain motivation from their predicaments.

2. Constructing equal and cooperative teacher-student relationships

Educational management from a strengths perspective emphasizes two-way understanding and communication between teachers and students, and pursues diversity and individuality. Educational management work under the perspective of strengths is a progressive process: communication --- understanding --- explaining --- mutual assistance. -mutual support. The communication here is a kind of effective communication between teachers and students in equality and sincerity. In this interactive process, students are put on an equal footing and their subjective position is fully respected, while the teacher plays the role of guide, supporter, listener, facilitator and collaborator, and builds up a platform of equality and cooperation between teachers and students, creating a safe, trusting, and comfortable environment for the students, discussing and discovering their own strengths and weaknesses, and finding their own values and values. and weaknesses, find their own value and meaning, and assist students to come out of the dilemma.

3. Less attention to the problem, focusing on the ability to tap students

The problem perspective focuses on how to solve the "problem", neglecting to tap the students' own abilities and resources, and the labeling approach amplifies the so-called "problem". "

4. Use language that stimulates students' strengths

The management of education from a strengths perspective requires teachers to use language that stimulates students' strengths. Every student has strengths, but when they suffer from chronic confusion, they tend to forget or even hide them. Using language that stimulates students' strengths and talking to them in such language conveys a positive mindset. This implied expectation and praise will enhance students' motivation and make them more self-respecting, self-loving, self-confident and self-empowering, and motivated, and they will slowly discover and recognize their own strengths. In this process, the teacher must also respond positively to the success of the students, and help students to find more of their own strengths, have a heart that really cares for the students, and be able to carry out their daily work in a sensitive experience, good at observing, and good at capturing the details of the students' thoughts, psychology, moods, learning and life, in the process of educating the students to face with a smile, and calmly, and students in the mind, the heart of the communication and exchanges. To achieve the heart to heart, to love, so as to really do: with love to infect students, with the heart to sensitize students, with love to move students. When college students get positive attention and more appreciation from teachers, they will have a sense of superiority and the level of self-cognition will increase. College students learn in a pleasant experience and will respond to adversity with a positive and constructive attitude. On the contrary, those students who do not get attention from their teachers, because their abilities are not appreciated by their teachers, will not seek help from their teachers in a timely manner when they encounter insurmountable difficulties, and they will take a negative way to cope with them. According to their own experience, every word of encouragement and praise from the teacher will have a positive *** effect on the psyche of every student and inspire them to work towards a higher goal.

5. Pay attention to the environmental factors, the individual and the social environment organically linked

Education management work in the perspective of strengths not only emphasizes the exploration of the student's own potential, but also emphasizes the interaction between people and the environment, and emphasizes the individual and the social connection. The goal of educational management is to pay attention to the uniqueness of students' individuality as well as the uniqueness of students' living environment and social resources, and to tap the advantageous resources and social influence power to better help students. The educational management work under the perspective of advantages to help students explore the advantageous resources and supportive forces in the environment as a work orientation, not only helps to improve the current problems of students, but also can form a sustained force to help students to solve similar problems in their lives, and to improve the students' ability to solve problems on their own, so as to enhance the timeliness of the educational management work.

6. Make Strengths Perspective a Habit of Mind

Superiority perspective is a theory, a way of looking at things, overcoming difficulties, and solving problems. A strengths-based perspective does not automatically bring positive results; it needs to be memorized, implemented in daily work, and formed into a pattern of thinking. The Strengths Perspective does not just provide guidance for educating others, but can also have positive effects for educators themselves. It can make life more enjoyable, avoid focusing on problems, and have good relationships. Rational allocation of time between utilizing one's strengths and compensating for one's weaknesses leads to efficient development. Only if educators themselves believe and are convinced that the strengths perspective is a good quality of thinking, and not just used as an educational management tool, will they be able to better utilize this perspective to guide their educational management of students.