爲要貫徹中央規定的「整頓鞏固、重點發展、提高質量、穩步前進」的文教方針,面向教學,提高教學質量,首先必須克服學校中的忙亂現象。 學校忙亂現象來源有三方面:(一)由上級領導影響而産生的。如佈置工作多,有的佈置不及時,或佈置時交代不明確;或突然佈置一件新的工作,打亂下面計劃,有時形成多頭佈置的現象(如省、專區。縣。教育工會都佈置學習);還有佈置後又變動,或向下面要過多的材料等,這些情況就造成學校的忙亂現象。(二)由各機關團體影響而産生的。如動員師生幫助工作,參加社會活動,如宣傳、演戲、歡迎、歡送等。個別單位有時也直接向學校佈置工作,如銀行儲蓄、書店售書等,也造成學校的忙亂現象。(三)由學校內部所形成的。其表現是:(1)校長、主任、教師兼職多,工作繁重,顧此失彼,影響照顧全面及深入鑽研教學。如西安市有幾個學校校長,每人校外兼職不下 In order to implement the cultural and educational guidelines of “rectifying, consolidating, focusing on development, improving quality and steadily proceeding” stipulated by the Central Government, we must face the teaching and improve the quality of teaching. First, we must overcome the hectic phenomenon in schools. There are three sources of school hectic phenomenon: (a) produced by the influence of superiors. Such as the layout of work, and some not arranged in a timely manner, or arrangement of the account is not clear; or suddenly arranged a new job, disrupt the plan below, and sometimes the formation of long arranged phenomenon (such as provinces, prefectures. Education Union Layout learning); there are also changes after the layout, or to the underside of the material, etc., these conditions have caused the school’s fuss phenomenon. (B) by the various agencies and groups arising from the impact. Such as mobilizing teachers and students to help work, participate in social activities, such as publicity, acting, welcome, farewell and so on. Individual units sometimes work directly with schools, such as bank savings and bookstore sales, which also contribute to the school’s fuss. (C) formed by the internal school. Its performance is: (1) principals, directors, teachers and more part-time, heavy workload, take care of each other, take care of comprehensive and in-depth study of teaching. For example, there are several school principals in Xi’an, each of whom has a part-time job outside school