Information collection strategy
Information collection is a basic link and work of educational supervision. How well information collection is done is directly related to the success or failure of supervision. In order to collect relevant information truly, comprehensively and timely, inspectors must master the following strategies in their work.
1. Good at eliminating interference. When inspectors go deep into school inspection, they are often surrounded by school staff, and there are many interference factors, so it is difficult to exert their fists and feet, and it is difficult to work independently, which affects information collection. For example, when communicating with teachers and students, because the school leaders are around, teachers and students often dare not tell some real situations. In this case, the inspectors should politely dismiss the school's accompanying staff for some seemingly reasonable reasons, but they should not make the other party feel embarrassed and unable to step down, let alone arouse their disgust.
2. Ingeniously design the questionnaire. Questionnaire survey is an important way to collect information. Because the content of the questionnaire survey is mainly through materials, seminars, briefings, etc., it is difficult to really understand the content on the spot, so the information obtained through the questionnaire survey is more authentic and reliable. But the premise is that the questionnaire must be cleverly designed. One is to design different questionnaires for different respondents. The content, style and language expression of the questionnaire vary from person to person. For example, teachers generally use open-ended questions (that is, respondents are allowed to answer questions in their own words), while students, especially younger students, generally use closed-ended questions (that is, several alternative answers are given at the back of each question, and respondents can only choose their own answers from these selected answers). Second, you can't design leading or suggestive questions, and don't induce respondents to answer questions in some way. Third, the questionnaire should not be too long, and the amount of questions should be completed in about 20 minutes. Fourth, don't design questions that the interviewee is not interested in, let alone ask questions that will arouse the disgust of the interviewee.
3. Grasp the participant structure of opinion forums and questionnaires. Inspectors should take the initiative to outline the list of participants in the opinion forum and questionnaire survey, and should not be determined by the supervised units themselves. Inspectors should try to consider the representativeness of personnel (such as age, subjects and gender) when drawing up the list. Don't publish the list prematurely after it is delineated. One reason is to prevent the designated personnel from being impersonated, and the other reason is to prevent the supervision unit from encouraging and exerting pressure on the participants, thus affecting the expression of their true wishes.
4. When soliciting opinions from teachers and students, we should be more inspired, ask more questions, listen more and analyze more. Generally speaking, people who participate in the forum of opinions and suggestions have psychological pressure to be afraid of the unit leaders' "settling accounts after autumn". Therefore, in the suggestion forum, some participants either said nothing, said sarcastically, or stopped here. Of course, there are also some individuals who may exaggerate or narrow down some situations because they have personal grievances with the unit leaders. Therefore, in the opinion forum, the examiner should be good at inspiring, asking questions, listening and analyzing, and try to mobilize the participants to "gush". Even if the inspectors are not satisfied with the participants' speeches, they should not show it.
Information combing strategy
Information collection should be as much as possible, and information collation must be eye-catching, and it is the basic requirement for information collation. Inspectors must master the following information sorting strategies:
1. Don't rely too much on or be influenced by written materials. Because the current educational supervision in China has a very strong appraisal function, before carrying out educational supervision activities, the supervised object often makes great efforts in the preparation of materials, not only making the materials neat, beautiful and orderly, but also making them informative and rich, hoping to fully show the work and achievements to the supervised person through the materials, and also hoping to hide some problems through the materials. Some of the contents of these materials are true, some may be supplemented later, and some are even fabricated out of thin air. If inspectors rely too much on materials and pay too much attention to superficial articles, it will promote the prevalence of fraud to a certain extent.
2. Take the opinions of the minority seriously. In the process of soliciting opinions, some evaluators may not be able to objectively evaluate some issues for personal purposes. However, there may be a few evaluators who reflect the problems that ordinary people cannot or dare to reflect because of their broad vision or different positions. In other words, some cases may be true, although there are few reflections. For such information, inspectors should communicate with the parties euphemistically to further understand the situation.
3. Properly handle the opinions between different evaluation subjects. For schools, these groups can be divided into class teachers and classroom teachers; Graduating class teachers and non-graduating class teachers; Unified examination subject teachers, non-unified examination subject teachers and so on. Different evaluation subjects have different views on some things because they represent different interest groups. For example, different groups have different views on the evaluation of school performance distribution system. Which views are right and which are wrong, the key is to see whether it is conducive to work.
In a word, some information collected by inspectors can truly reflect the situation, some can't truly reflect the situation, and even some false information. Inspectors must carefully sort out, analyze, compare, distinguish and synthesize the collected information in order to judge the situation.
Inspection and evaluation strategy
1. The daily supervisor should not say hello in advance. If you say hello in advance, the supervised unit will be fully prepared, and the truth of some situations can easily be covered up by false images, so the information collected by daily supervisors without saying hello is more real. This requires inspectors to be good at accumulating daily supervision information and applying this information to comprehensive supervision and inspection. If there is a big difference between the information collected by comprehensive supervision and inspection and the information collected by daily supervision, it shall be further verified to find out the authenticity and reasons.
2. Create a regulatory environment that is loose outside and tight inside. "Supervision, inspection, evaluation and guidance" are the basic functions of educational supervision, among which "supervision" is the first. In the supervision work, if the supervisor puts on a pair of "supervisor" faces, puts on airs everywhere, and appears in a way that keeps people away, it is easy to cause resistance among the supervised objects. Therefore, inspectors should enter the work field of the supervised object as participants, learners, collaborators and partners, and deliberately hide the elements of "supervision" so as to participate in activities and learn knowledge on the surface, but actually understand and find problems in the dark. This not only plays the role of "supervisor", but also reduces the psychological pressure of the supervised object.
3. Handle the relationship between positive results and insufficient search. Many people think that education supervision is to find faults and find faults. Some people even think that if the inspector can't find the problem, he is incompetent or doesn't go deep into reality. Actually, this view is one-sided. Educational supervision should not only sum up experience, affirm achievements, but also find problems and put forward rectification opinions and suggestions. We can't say which is important and which is not. The correct way is to say what you have, say more if you have more, and say less if you have less. Whether talking about grades or problems, we should use facts to avoid empty content.
4. Objective and comprehensive evaluation. First, it is not "one ugly covers all the ugliness" or "one handsome covers all the ugliness". That is, do not generalize, do not make a mountain out of a molehill, do not make a mountain out of a molehill; Second, the evaluation does not take personal feelings and personal preferences, and do not look at the problem with old eyes. Third, we should encourage new ideas, new ideas and new methods, but we should also remind the supervised objects to proceed from reality and step by step. Fourth, the evaluator should see the changes, subjective efforts and development of the evaluated unit, and cannot put units with different foundations on the same starting line and evaluate them with the same standard.
Feedback strategy
1. Pay attention to feedback occasions and don't damage the prestige of unit leaders and teachers. First, don't criticize school leaders and teachers in public; Second, some problems that are not tendentious should be directly fed back to the evaluated object, not to their leaders. Because some questions are fed back to the examinee himself, the examinee will be willing to accept and actively improve his work; If the situation is fed back to the leader of the object, the leader will convey it to himself, which will hurt the self-esteem of the evaluated object, thus causing resentment and even indignation against the evaluated object.
2. "Don't talk too hard" and leave room. In the process of educational supervision, there are three factors that may affect the enthusiasm of schools. First, the school has a poor foundation, and despite its efforts, it has been criticized by the supervisors; Second, the evaluation index is unreasonable; Third, the inspector's work is not thorough and the evaluation is objective and unfair. Therefore, in education supervision, inspectors should consider the school foundation and original level of the supervised school, and see the efforts made by the school in the management process, even if the results are not satisfactory, as long as there is progress, they should affirm and praise it, focusing on process evaluation. At the same time, don't pay too much attention to the supervision conclusion, and leave some room for manoeuvre so as to correct and fine-tune the supervision result.
3. Be good at praise and criticism. First, praise and criticism should be combined. When praising, we should point out shortcomings, and when criticizing, we should point out advantages. Second, praise first and then criticize. Before pointing out the problems to the supervised object, the supervisor must first affirm his achievements and successes in his work, thus leading to the existing problems, so that the supervised object can accept opinions more easily. Third, praise and criticism are not allowed. When praising, don't praise people to the sky, which makes people feel "proud"; Don't kill people with a stick when criticizing, it will make them feel depressed and depressed. Fourth, we should overcome habitual cognitive and emotional tendencies, praise and criticism should be objective, and avoid repeated praise and criticism.
4. When giving feedback, avoid disputes with the supervised object. Sometimes, in the feedback process, because the inspection results are different from the facts, or because of different opinions, the supervised object may interrupt to explain or defend. At this time, the inspector should handle it skillfully and don't argue with the inspected. If the other party thinks that the inspection result is wrong, the inspector can verify the situation after the meeting; If you have any opinions on the inspection standards, the inspector may indicate that the opinions of the school will be reflected to the higher authorities.
5. At the end of the feedback, the inspector should humbly solicit the opinions of the supervised object and listen carefully to the opportunity of explanation and supplement of the supervised object. If there is any discrepancy between the inspection results and the actual situation, it shall be corrected.
(Author: China Jinggangshan Cadre College)