学校课程管理运作过程研究
发布时间：2018-08-10 20:58
【摘要】： 当前,“三级课程管理”的提出使学校正经受着巨大的冲击:学校不得不改变长久以来以接受外部科层行政指令为主的习惯,而诉诸于学校内部自身的调节;改变以教学管理为主的模式,而求助于课程管理模式。这给原本准备就不充分的学校带来了极大的挑战。“自上而下”和“自下而上”的双管模式又使得学校不得不接受来自教育行政部门的指令、专家学者的指导以及各种教育思潮的影响等。在这一过程中,教育行政、专家学者和各种教育思潮之间的冲突又令长期居于科层体制下的学校无所适从,使向来以“象牙塔”称谓的学校的“舒适地带”经受了各种威胁,“学校人”所熟悉的习惯和经验经受着挑战,学校固有的价值观念和行为习惯遭到质疑,他们的安全、舒适、稳妥的地带面临着被颠覆的危险,学校在课程改革中迷失了自我……如何应对和适应这一新的课程改革环境,需要从根本上了解学校自身的课程发展动力机制,以使学校作为课程的主体勾勒出自我的图像。相关研究表明,课程管理是学校课程实施中的最主要的动力,它决定着课程改革的成败。因此,当前对这一课题的研究具有重要的意义。 学校课程管理的目的至少基于以下几个问题:一是国家赋权予学校,学校如何行使这种权力?二是如何使学校课程管理与新课程理念相呼应?三是如何处理传统教学管理与课程管理的关系?全面理解和正确把握这些问题已成为目前推进我国新一轮基础教育课程改革的关键。顺着这一思路,我们认为在诸多的学校课程管理的研究项目中,学校课程管理运作过程的研究是最为重要的,因为学校课程管理本身就是现实的,有很多不确定因素,既不是单靠“形而上”的思维能够完成的,也不是单靠数量化的标准能够规定的,必须从整体上、从实地去把握其理论的生成。这是形成其它理论研究的基础。只有了解和把握了现实学校中课程管理的运作实际,才能提出合适的原则和方法体系,也才能尽快地打造出学校课程管理自我的造型。而对于这一问题的研究,在当前我国学界尚属空白。 本研究首先对学校课程管理基本理论做了较为深入的研究。界定了本文对课程管理、学校课程管理、学校课程管理运作过程内涵与意义的基本观点,并对学校课程管理运作过程的要素及价值定位做了较为深入的分析。在此基础上建构了学校课程管理运作过程机制。这是本文的理论基础;其次,在对多所学校课程管理运作过程的问题现状把握的基础上,选择了一所普通学校S小学作为研究重点。并从自然生态、文化生态和组织生态三个方面对其学校的生态现状进行了深入研究,这是本研究的现实基础;再次,论文立足于扎根理论取向,采用访谈、文件分析、会议记录、问卷调查、临床情境诊断、听课等质化研究方法搜集资料,对S小学的学校课程管理运作过程进行了深入的剖析。找出S小学课程管理运作过程中存在的问题与冲突,以寻求解决的方略,提炼、发展研究的问题,并对研究情境中的意义与关系进行描述与解释,从中归纳、建构理论。本文认为学校课程管理的运作过程除了具有与一般的管理运作过程所共有的共性之外,还具有课程管理本身所固有的独特性,本文以多学科的视角透视了S小学学校课程的运作过程。在横向上以课程内容作为分析维度,探讨了学校对课程愿景、课程规划和课程实施的管理;在纵向上以学校课程管理动态的运作过程加以分析、解释与研究。 通过个案的分析和考察,得出以下结论:S小学存在着两种不同的课程管理运作系统:即现实中的学校课程管理和理念中的学校课程管理,两种不同系统之间的矛盾与冲突导致S小学课程管理运作过程中的诸多问题,这也是本文的结论。归纳起来主要有:一是S小学课程管理过程中有术语而无课程管理意识;二是学校缺乏课程建构与管理的能力;三是学校课程管理的运作模式套用教学管理运作模式;四是学校课程管理对行政管理手段的过分依赖;五是“考试至上”的理念操纵着学校课程管理的运作过程;六是课程教学变革与组织变革的分离使学校课程管理流于形式。 最后指出学校课程管理重建的建议:学校课程管理重建的前提是超越课程管理与教学管理的二元思维。并提出了学校课程管理重建的基本方向:一是在学校课程管理内容上:从单维走向多维;二是在学校课程管理模式构建上:从“平面式管理”走向“立体式管理”;三是在学校课程管理取向上,从“行政管理”走向“专业管理”;四是在学校组织改造的方向上:从“科层”走向“赋权承责”;五是在学校课程制度建设的方向上:从制度规范走向制度伦理。
[Abstract]:At present, the proposition of "three-level curriculum management" has made the school suffer a great impact: the school has to change its long-standing habit of accepting administrative instructions from the external departments and resort to the adjustment of the school itself; the school has to change the mode of teaching management and resort to the mode of curriculum management. Schools pose great challenges. The "top-down" and "bottom-up" dual-management model makes schools have to accept instructions from the education administration department, the guidance of experts and scholars, and the impact of various educational trends. In the process, the conflict between educational administration, experts and scholars and various educational trends has lengthened. Schools living under the bureaucracy are at a loss to follow. The "comfort zone" of the school, which has always been referred to as the "ivory tower", has undergone various threats. The habits and experiences familiar to the "school people" have been challenged. The intrinsic values and behavioral habits of the school have been questioned. Their safety, comfort and security zones are facing reversal. How to cope with and adapt to this new curriculum reform environment requires a fundamental understanding of the school's own curriculum development dynamic mechanism so that the school as the main body of the curriculum outlines the image of itself. Motivation determines the success or failure of curriculum reform. Therefore, the current research on this subject is of great significance.
The purpose of school curriculum management is at least based on the following questions: first, how does the school exercise this power when the state gives it power? Second, how does the school curriculum management echo the new curriculum concept? Third, how to deal with the relationship between traditional teaching management and curriculum management? Comprehensively understanding and correctly grasping these problems has become the current promotion Following this line of thought, we think that the study of the operation process of school curriculum management is the most important among many research projects of school curriculum management, because school curriculum management itself is realistic, there are many uncertainties, and it is not only based on "metaphysical" thinking. It is the basis of other theoretical research. Only when we understand and grasp the actual operation of curriculum management in schools, can we put forward the appropriate principles and methods system, and can we build it as soon as possible. The self-styling of school curriculum management is still blank in the academic circles of our country.
Firstly, the basic theory of school curriculum management is studied deeply in this paper. The connotation and significance of the course management, school curriculum management and school curriculum management are defined, and the elements and value orientation of school curriculum management are analyzed. This is the theoretical basis of this paper. Secondly, on the basis of grasping the current situation of the operation process of curriculum management in many schools, a primary school S is selected as the research focus. The ecological status of the school is deeply studied from three aspects: natural ecology, cultural ecology and organizational ecology. Thirdly, based on the grounded theoretical orientation, the paper uses qualitative research methods such as interviews, document analysis, meeting records, questionnaires, clinical situation diagnosis, lecture attendance to collect data, and makes a thorough analysis of the operation process of school curriculum management in S primary school. Problems and conflicts exist in order to seek solutions, refine and develop research problems, and describe and explain the meaning and relationship in the research situation, from which to induce and construct theory. This paper examines the operation process of S primary school curriculum from a multi-disciplinary perspective. It explores the management of curriculum vision, curriculum planning and curriculum implementation from a horizontal perspective with curriculum content as an analytical dimension, and analyzes, explains and studies the dynamic operation process of school curriculum management vertically.
Through the analysis and investigation of the cases, the following conclusions are drawn: there are two different operation systems of curriculum management in S primary school: school curriculum management in reality and school curriculum management in concept; the contradictions and conflicts between the two systems lead to many problems in the operation of S primary school curriculum management, which is also the conclusion of this paper. It includes: first, there are terms in the course of S primary school curriculum management without curriculum management consciousness; second, the school lacks the ability of curriculum construction and management; third, the school curriculum management operation mode applies the teaching management operation mode; fourth, the school curriculum management over-reliance on administrative means; fifth, the management of "examination first" Reading controls the operation process of school curriculum management. Sixthly, the separation of curriculum reform and organizational change makes school curriculum management formalized.
Finally, it points out that the premise of school curriculum management reconstruction is to transcend the dual thinking of curriculum management and teaching management, and puts forward the basic direction of school curriculum management reconstruction. Thirdly, in the orientation of school curriculum management, from "administrative management" to "professional management"; fourthly, in the direction of school organization reform, from "bureaucracy" to "empowerment and responsibility"; fifthly, in the direction of school curriculum system construction, from system norms to system ethics.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G423
本文编号：2176190
[Abstract]:At present, the proposition of "three-level curriculum management" has made the school suffer a great impact: the school has to change its long-standing habit of accepting administrative instructions from the external departments and resort to the adjustment of the school itself; the school has to change the mode of teaching management and resort to the mode of curriculum management. Schools pose great challenges. The "top-down" and "bottom-up" dual-management model makes schools have to accept instructions from the education administration department, the guidance of experts and scholars, and the impact of various educational trends. In the process, the conflict between educational administration, experts and scholars and various educational trends has lengthened. Schools living under the bureaucracy are at a loss to follow. The "comfort zone" of the school, which has always been referred to as the "ivory tower", has undergone various threats. The habits and experiences familiar to the "school people" have been challenged. The intrinsic values and behavioral habits of the school have been questioned. Their safety, comfort and security zones are facing reversal. How to cope with and adapt to this new curriculum reform environment requires a fundamental understanding of the school's own curriculum development dynamic mechanism so that the school as the main body of the curriculum outlines the image of itself. Motivation determines the success or failure of curriculum reform. Therefore, the current research on this subject is of great significance.
The purpose of school curriculum management is at least based on the following questions: first, how does the school exercise this power when the state gives it power? Second, how does the school curriculum management echo the new curriculum concept? Third, how to deal with the relationship between traditional teaching management and curriculum management? Comprehensively understanding and correctly grasping these problems has become the current promotion Following this line of thought, we think that the study of the operation process of school curriculum management is the most important among many research projects of school curriculum management, because school curriculum management itself is realistic, there are many uncertainties, and it is not only based on "metaphysical" thinking. It is the basis of other theoretical research. Only when we understand and grasp the actual operation of curriculum management in schools, can we put forward the appropriate principles and methods system, and can we build it as soon as possible. The self-styling of school curriculum management is still blank in the academic circles of our country.
Firstly, the basic theory of school curriculum management is studied deeply in this paper. The connotation and significance of the course management, school curriculum management and school curriculum management are defined, and the elements and value orientation of school curriculum management are analyzed. This is the theoretical basis of this paper. Secondly, on the basis of grasping the current situation of the operation process of curriculum management in many schools, a primary school S is selected as the research focus. The ecological status of the school is deeply studied from three aspects: natural ecology, cultural ecology and organizational ecology. Thirdly, based on the grounded theoretical orientation, the paper uses qualitative research methods such as interviews, document analysis, meeting records, questionnaires, clinical situation diagnosis, lecture attendance to collect data, and makes a thorough analysis of the operation process of school curriculum management in S primary school. Problems and conflicts exist in order to seek solutions, refine and develop research problems, and describe and explain the meaning and relationship in the research situation, from which to induce and construct theory. This paper examines the operation process of S primary school curriculum from a multi-disciplinary perspective. It explores the management of curriculum vision, curriculum planning and curriculum implementation from a horizontal perspective with curriculum content as an analytical dimension, and analyzes, explains and studies the dynamic operation process of school curriculum management vertically.
Through the analysis and investigation of the cases, the following conclusions are drawn: there are two different operation systems of curriculum management in S primary school: school curriculum management in reality and school curriculum management in concept; the contradictions and conflicts between the two systems lead to many problems in the operation of S primary school curriculum management, which is also the conclusion of this paper. It includes: first, there are terms in the course of S primary school curriculum management without curriculum management consciousness; second, the school lacks the ability of curriculum construction and management; third, the school curriculum management operation mode applies the teaching management operation mode; fourth, the school curriculum management over-reliance on administrative means; fifth, the management of "examination first" Reading controls the operation process of school curriculum management. Sixthly, the separation of curriculum reform and organizational change makes school curriculum management formalized.
Finally, it points out that the premise of school curriculum management reconstruction is to transcend the dual thinking of curriculum management and teaching management, and puts forward the basic direction of school curriculum management reconstruction. Thirdly, in the orientation of school curriculum management, from "administrative management" to "professional management"; fourthly, in the direction of school organization reform, from "bureaucracy" to "empowerment and responsibility"; fifthly, in the direction of school curriculum system construction, from system norms to system ethics.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G423
【引证文献】
相关硕士学位论文 前10条
1 韩子杰;培训机构课程管理的研究[D];华东师范大学;2010年
2 王婷;学校课程规划研究[D];山东师范大学;2011年
3 杨萍;项目课程实施中的高职教师适应研究[D];华东师范大学;2011年
4 范时丹;基于MIS的学生信息管理系统的设计与实现[D];电子科技大学;2011年
5 杨慧莲;高中语文教师课程意识的现状与对策[D];广西师范大学;2011年
6 郭碧乃;应用型本科院校课程管理研究[D];广州大学;2011年
7 张爱芹;主体性视角下高职院校课程管理研究[D];华东师范大学;2010年
8 刘晓静;学校文化变革过程研究[D];华东师范大学;2010年
9 王鸿雁;初中校本课程实施有效性研究[D];鲁东大学;2012年
10 王婷婷;基于协同创新的高职项目课程改革研究[D];广东技术师范学院;2013年
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