工作方案格式(12篇)

第页共页工作方案格式(12篇)工作方案格式篇一为了进一步加强学校禁毒与预防艾滋病宣传教育工作，增强广阔师生的禁毒、预防艾滋病意识及自觉抵抗不良习气的才能，我校积极响应上级有关部门的号召，把“禁毒、防艾”教育列入学校工作方案，列为德育工作方案中重要的一项，将“禁毒、防艾”教育与学生思想政治教育结合起来，与学生日常行为标准结合起来，与学校法制教育结合起来，与培养青少年树立良好的道德观结合起来，使我校的“禁毒、防艾”教育工作常抓不懈。求真务实，真抓实干，大力抓好学生思想道德建立和“禁毒、防艾”工作。组长：赖建容副组长：黄显清、钟长淑成员：张刘莉、张玲、李长生、唐娟及全体班主任组成领导小组明确了各自的工作职责。校长为学校“禁毒、防艾”预防教育的第一责任人，统筹全校“禁毒、防艾”工作，保障预防教育工作的落实;副组长对“禁毒、防艾”的工作措施非常熟悉，对学校“禁毒、防艾”气氛的布置、学校如何开展此项工作作详细规划;政教处全面详细落实各项工作，并催促检查评价班主任的工作。领导小组成立后，制定学校“禁毒、防艾”制度、措施和方案，指导学生开展“禁毒、防艾”知识宣传，自我保护教育、志愿帮教活动，并负责详细活动的组织和施行。1.宣传到位：充分利用集会、升旗仪式等时机由校领导结合详细的事例对学生进展“禁毒、防艾”教育。2.认真完成“六个一”活动。(1)上好一堂课。班主任负责“禁毒、防艾”的教育工作，认真搜集有关资料，备课，让学生理解“____、艾滋病”的形势和国家有关法律法规。(2)参观一次挂图展览。我校组织全体师生参观了一次由主管部门颁发的禁毒图片展览。(3)组织全校师生观看一次与预防____和艾滋病相关的专题片。(4)开好一次主题班会。各班要采取各种形式，组织学生开展“禁毒、防艾”讨论、互相学习、互相促进，共同进步。(5)写好一篇作文。学生每人完成一篇以“禁毒防艾”为主题作文，学校进展评比。(6)开展一次禁毒防艾知识问答。(5-9年级)3.禁毒防艾教育浸透到学科教学中去，每学期至少两课时禁毒防艾专题教育课，禁毒防艾教育与中小学生守那么学习相结合。4.多方配合，构建学校、家长、社会互相连接，共同教育的纽带和桥梁。(1)开展小手拉大手的教育活动，加强学校与家长的沟通联络，在每学期举办一次的家长会上，向家长讲授____与艾滋病的危害和预防学生吸毒等知识，让学生与家长联络起来，使家长认识到这一活动的必要性，构筑“拒毒、防艾”的钢铁。(2)同时建立学校与派出所等各部门的组织联络，推进警校挂钩活动，互通情报，共商对策，发现苗头，及时解决，防患于未燃。另外，利用社会力量，让学生亲自参与，切身去感受____与艾滋病的危害，更有效地增强学生的内在动力。(3)在校内适当地方设置____与艾滋病预防教育标语、警句、____与艾滋病预防教育宣传栏，开设“禁毒、防艾”宣传活动展览，利用好校园播送站。对“禁毒防艾”知识全面理解。总之，禁毒与预防艾滋病工作是一项长期而艰巨的任务，存在复杂的社会问题，有很多工作要做，需要政府重视，需要全社会人的全力支持、共同努力、共同关心，才能真正做到有效控制，有效预防。呼吁全社会人都来关心、支持预防____和艾滋病的保健工作。我校决心在上级有关部门的领导下，多方配合，长抓不懈，真正表达学校是社会精神文明窗口的地位。工作方案格式篇二��������îªï¿½ë½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ç¿ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¤ï¿½ï¿½ï¿½ï¿½ï¿½ì²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ô¤ï¿½ï¿½ï¿½ï¿½ï¿½ì²ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ô¾ï¿½ï¿½ï¿½ï¿½æ²ï¿½ï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¼ï¿½ï¿½ð¹ø²ï¿½ï¿½åµäºï¿½ï¿½ù£ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½æ»ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ»ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ò»ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½î½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½õ³ï¿½ï¿½ï¿½îªï¿½æ·¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ð£ï¿½ï¿½ï¿½æ½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµäµï¿½ï¿½â¹û½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ï¿½ð£ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¥ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½×¥êµï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½×¥ï¿½ï¿½ñ§ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½â½ï¿½ï¿½ï¿½í¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é³¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é³¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¡¢ï¿½ó³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½á¡¢ï¿½î³¤ï¿½ï¿½ï¿½ï¿½ï¿½æ¾ê¼°è«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµ¼ð¡ï¿½ï¿½ï¿½ï¿½è·ï¿½ë¸ï¿½ï¿½ôµä¹ï¿½ï¿½ï¿½ö°ï¿½ï¿½ð£ï¿½ï¿½îªñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½í³ï¿½ï¿½è«ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµ;���鳤�ô¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ê©ê®ï¿½ï¿½ï¿½ï¿½ï¤ï¿½ï¿½ï¿½ï¿½ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î§ï¿½ä²ï¿½ï¿½ã¡ï¿½ñ§ð£ï¿½ï¿½î¿ï¿½õ¹ï¿½ï¿½ï¿½î¹¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ»®;���ì´ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½î¹¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù¼ï¿½ï¿½ï¿½ï¿½ï¿½û°ï¿½ï¿½ï¿½ï¿½îµä¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµ¼ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¶ï¿½ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¶è¡ï¿½ï¿½ï¿½ê©ï¿½í¼æ»ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¾ô¸ï¿½ï¿½ì»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½êµê©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1.������î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¼ï¿½ï¿½á¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ìµ¼ï¿½ï¿½ï¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2.������é¡ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(1)�ïºï¿½ò»ï¿½ã¿î¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¸ï¿½ï¿½ð¡°½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¼ï¿½ï¿½ð¹ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½î£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ë½â¡°ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ï¿½ì²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æºí¹ï¿½ï¿½ï¿½ï¿½ð¹ø·ï¿½ï¿½é·ï¿½ï¿½æ¡£ï¿½ï¿½ï¿½ï¿½(2)�î¹ï¿½ò»ï¿½î¹ï¿½í¼õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ö¯è«ï¿½ï¿½ê¦ï¿½ï¿½ï¿½î¹ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü²ï¿½ï¿½å°ä·¢ï¿½ä½ï¿½ï¿½ï¿½í¼æ¬õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(3)��ö¯è«ð£ê¦ï¿½ï¿½ï¿½û¿ï¿½ò»ï¿½ï¿½ï¿½ï¿½ô¤ï¿½ï¿½ï¿½ï¿½æ·ï¿½í°ï¿½ï¿½ì²ï¿½ï¿½ï¿½øµï¿½×¨ï¿½ï¿½æ¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(4)����ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½á¡£ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ö¯ñ§ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û¡ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ù½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½(5)ð´ï¿½ï¿½ò»æªï¿½ï¿½ï¿½ä¡ï¿½ñ§ï¿½ï¿½ã¿ï¿½ï¿½ï¿½ï¿½ï¿½ò»æªï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ñ§ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½(6)��õ¹ò»ï¿½î½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ê´ï¿½(5-9�꼶)����3.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¿½ï¿½ï¿½ï¿½(��)��ø²ï¿½ï¿½å¸ï¿½ï¿½ï¿½ï¿½ë¶ô±ï¿½ï¿½ï¿½ï¿½å¹ï¿½ï¿½ï¿½è«ï¿½æ¸ºï¿½ï¿½ó­ï¿½ï¿½ï¿½ú¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½(��)������òªï¿½ï¿½è·ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ô±ï¿½ö¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½8��24������5:00���üµï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½âºï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½工作方案格式篇五为实在落实团的十六大和十六届二中全会提出的加强少先队员教育的重要任务，以“丰富教育内容、创新教育方法”为出发点和落脚点，进一步加强全市中小学校“全团带队”工作，特制定zz市“团队一体化”分层教育工作施行方案。少先队是共青团的预备队，与共青团是密不可分的整体。因此，“团队一体化”分层教育要遵循不同层级学生的成长规律，坚持以中国特色社会理论为指导，以理想信念教育为核心，以培养对党和社会国家的朴素感情为主要任务，以思想品德教育为支撑，以活泼校园文化为根底，以丰富理论活动为途径，把握少先队、共青团工作的一贯性、递进性、连续性和层次性，不断进步团队工作的针对性、融入性、兴趣性与实效性，增强团队思想政治教育的说服力和感染力，使团队成为学习理论中国特色社会和共产的学校。通过调研，在全面理解中小学生不同阶段的思想状况和心理需求的根底上，从小学到高中阶段详细分为八个层级，把团队意识、公民意识、成人意识作为逐层推进中小学生思想道德教育的切入点，逐步丰富每一阶段在理想信念、思想道德、综合素质等方面教育内涵。围绕实现学前儿童向适学儿童的转变，注重通过兴趣爱好引导帮助学生认识和承受学校生活和少先队组织。围绕入队知识讲解，开展少先队队会等方式让学生全方面理解少先队。同时，把该阶段学生作为爱国教育的主要对象，通过各种活动把朴素的爱国情感渗入孩子们的心灵，让他们在活动中接收教育、锻炼才能、培养品质。针对学生自主意识的萌芽，侧重于开展亲身体验教育，调动学生创造力，培养学生动手才能，积极营造学生自主型少先队组织。同时，通过主题队会和少先队活动，进一步增强少先队组织的凝聚力和影响力。重点实现对低年级少先队员的传帮带，发挥少先队在学校里的助手作用，增进少先队员的社会责任感，强化对共青团知识的教育和情感培养，做好“团队一体化”的承接工作，对于符合条件的六年级优秀少先队员可推优入团。小学少先队组织要在学生毕业前将每位少先队员的争章情况进展科学的评价和总结，完成“雏鹰争章银章”奖授后，将雏鹰争章书册和反映德、智、体、美等方面的“综合成绩”材料全部装入学生档案，移交给初中团队组织，确保“雏鹰争章”活动的连续性。初中一年级要根据实际情况，在建立少年团校的根底上，完善雏鹰争章评价体系，在少年团校和雏鹰争章之间建立捆绑式衔接制度和少年团校录取制度，学生从小学一年级开场的雏鹰争章情况作为少年团校录取标准。小学一年级到六年级争满《全国少先队辅导员工作纲要》所规定的13枚根底章和学校的特色章〔雏鹰奖章银章获得者〕，可以在初一第一学期录取在少年团校进展培训。考虑到少先队员的年龄因素，年龄满14岁的可以推优开展为团员；未满14岁的不能开展团员，把培训时间延长到第二学期，第二学期末可填推优入团表，等年龄满14岁后推优开展成团员。学生进入团校以后还和其他学生一样，同时参加初中争章活动。初二阶段侧重学生青春期、人格等方面的教育，培养学生自理、自立的品格，稳固深化共青团知识和学生对团组织的情感。初三阶段侧重于学生独立为人处事等方面的教育，为初二、初一的学弟学妹做好典范，发挥传帮带的作用。同时，还要适当开展志愿者等活动，增强学生的社会责任感。此外，针对初一未完成小学阶段争章目的的〔雏鹰奖章银章未获得者〕，学校要设立“补章”制度，让少先队员继续争章。在获得“雏鹰争章银章或金章”后，进入少年团校进展培训，初二的第二学期开场可以填写“推优入团表”，有效实现由小学阶段施行的“雏鹰争章”活动到中学阶段“争章推优”活动的衔接，解决小学和初中、少先队和团组织“两张皮”的问题。各级少工委要制定推进“争章推优”活动的工作意见，将工作详细化、程序化。初中团队组织要把学生的争章记录和综合学习成绩，作为“推优入团”的重要根据，做好少先队员的“推优”工作。学生从一年级到入团时的争章情况，即作为推优标准，学校团委〔团支部〕要加强与大队的联络、沟通，把握好“进入关”，按照“成熟一个，开展一个”的原那么，做好少先队员入团工作。侧重于学生深度思辨才能和各方面素质的培养，注重引导学生学习团的相关知识，使学生们建立团员意识。通过开展思想道德主题教育活动，引导队员将理想信念转化为学习、生活、成长的目的和每一天的行动，培养队员正确的人生观、道德观、价值观，实现团队意识的有效衔接。侧重于继续进步学生各方面的素质，通过丰富多彩的理论活动，引导团员把对党、对祖国抽象的爱转化为详细的情感，注重培养团员热爱党、热爱祖国的朴素情感，鼓励学生向组织靠拢的激昂情感。对于符合条件的优秀团员可做为入党积极分子进展培养。侧重于培养学生效劳别人的意识，发挥典范作用，引导高二、高一的学生互学互助、共同进步。在日常活动中侧重加深党的知识培养，对于符合条件的优秀团员可推优入党，成为预备党员。团队传统的管理形式是纵向层级管理。施行“团队一体化”分层教育，管理形式需要打破。要整合资，纵横结合，有序运作，重点要抓好以下三个形式：1、扁平化管理形式。要通过减少管理多层次和扩大平行式的活动管理广度，使传统的形式或多层级式变为扁平化的组织形式。要组织和协调、统筹学校团队工作，加强横向各团队之间的协作协同，创设一种纵横结合的工作系统，实现知识共享和资整合，从而进步“团队一体化”分层教育的实效性。2、互动性管理形式。要加强互动性的管理，将团队的局部职能转交给团队成员，使他们自主管理，互相管理。团队活动的有关事项，要充分发动团队成员的积极性、创造性，共同参与，集思广义，群策群力，互动交流，实现教育效果的最正确形式。3、效劳性管理形式。从传z市“团队一体化”分层教育工作施行方案提要：为进一步加强“团队一体化”分层教育，全面完成教育内容和实现教育效果最大化，市直机关和各县〔市、区〕要做好以下三项工作统的行政管理效劳型形式转化为效劳型管理形式，“团队一体化”分层教育要坚持以效劳青少年为主，可成立“少儿活动中心”、“青年活动中心”、“学生权益维护中心”以及“少儿教育园地”等，为学生提供实实在在的教育效劳平台。为进一步加强“团队一体化”分层教育，全面完成教育内容和实现教育效果最大化，市直机关和各县〔市、区〕要做好以下三项工作：1、加强组织领导，提供分层教育根底保障。各县(市、区)团委、教育局、少工委，zz经济技术开发区团工委、zz台商投资区团工委和全市各中小学校要把“团队一体化”分层教育放到主要议事日程。要建立团委、教育局、少工委主要负责人为总负责，总辅导员、学校领导为第一责任人，学校团委〔团支部〕书记、大队辅导员、中队辅导员为详细负责的.责任机制，做到岗位到人、责任到人，努力形成一级抓一级、层层抓落实的工作格局，为“团队一体化”分层教育全面推进提供组织保障。2、拓展团队工作品牌，增强分层教育工作成效。各级团队组织、教育行政部门要在深化和稳固“加强和改良未成年人思想道德建立的意见”、“党建带团建”、“全团带队，团要管队”、“双推优”等工作制度的前提下，创新共青团在团队开展的“雏鹰争章”、“青春建功”、“迈入青春门、走好成年路”、“红领巾手拉手”、“红领巾心向党”以及关注农民工子女和农村留守儿童的志愿效劳行动，提升“团队一体化”分层教育的实际效果。各级团队组织和学校要把“雏鹰争章”活动作为实现“团队一体化”分层教育的工作平台，在方式、方法和载体上进展研究探究，制定“团队一体化”分层教育的工作制度和鼓励机制。有条件的学校可制作“团队一体化”分层教育工作手册、雏鹰争章系统软件等〔手册和系统软件内容应包含：学生小学时段的雏鹰争章所有内容和特色争章内容，初一初二时的争章标准，包括小学毕业时的银章和初二时的金章获得情况，推优入团、入团申请书、少年团校毕业评审意见等等〕。3、施行考核奖励机制，鼓励分层教育安康开展。各县(市、区)团委、教育局、少工委，zz经济技术开发区团工委、zz台商投资区团工委和全市各中小学校要将开展“团队一体化”分层教育工作的情况作为学校德育和团队工作的考核奖励，尤其是对推动“团队一体化”分层教育工作获得成效的团队组织，学校要适时进展表彰。同时，对“团队一体化”分层教育不予重视、工作推进不力的单位进展通报批评。各县〔市、区〕也要建立相应考核奖励机制，建立健全“团队一体化”分层教育的竞争机制，确保“团队一体化”分层教育工作的安康开展和全面落实。工作方案格式篇六����îªï¿½ï¿½êµï¿½ï¿½êµï¿½åµï¿½ê®ï¿½ï¿½ï¿½ï¿½ï¿½ê®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¼ï¿½ç¿ï¿½ï¿½ï¿½è¶ï¿½ô±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½á¸»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½â½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½åµã£¬ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ç¿è«ï¿½ï¿½ï¿½ï¿½ð¡ñ§ð£ï¿½ï¿½è«ï¿½å´ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¶ï¿½zz�ð¡ï¿½ï¿½å¶ï¿½ò»ï¿½å»¯ï¿½ï¿½ï¿½ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµê©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¶ï¿½ï¿½ç¹ï¿½ï¿½ï¿½ï¿½åµï¿½ô¤ï¿½ï¿½ï¿½ó£ï¿½ï¿½ë¹²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü²ï¿½ï¿½é·öµï¿½ï¿½ï¿½ï¿½å¡£ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½å¶ï¿½ò»ï¿½å»¯ï¿½ï¿½ï¿½ö²ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ñ­ï¿½ï¿½í¬ï¿½ã¼¶ñ§ï¿½ï¿½ï¿½ä³é³ï¿½ï¿½ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ø¸ï¿½ï¿½ï¿½îªï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½æ·ï¿½â½ï¿½ï¿½ï¿½îªö§ï¿½å£ï¿½ï¿½ô»ï¿½ô¾ð£ô°ï¿½ä»ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô·á¸»êµï¿½ï¿½ï¿½î¶¯îªí¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¶ó¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¹ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ô¡ï¿½ï¿½ý½ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôºí²ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¶ó¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½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