新制度主义视野下学校作业政策形成的田野研究
发布时间：2019-02-18 20:32
【摘要】：随着学界对学业负担和学习评价的探讨日益深入,将学校作业视为既成事实的思路已不能适应研究的需要。“作业为何如此”这一更先决的问题亟待解决,而对此发挥决定作用的便是学校作业政策。本研究围绕学校作业政策的形成过程,借助制度分析理论,具体探究如下两个问题:新制度主义如何分析制度的形成过程?在新制度主义关照下,学校的作业政策是如何形成的?针对上述问题,本研究通过文献梳理,构建了关于学校作业政策形成的分析框架。在理论框架的支撑下,对来自教育主管部门及学校自身的18份作业政策文本进行分析,对学校作业政策相关的14位学校管理者和普通教师进行访谈。得出以下结论:学校作业政策的形成分为建立和制度化两个阶段。在第一阶段,首先,学校为解决作业中遇到的实际问题,通过集体商议和试误的方式,建立了原初的作业政策。该政策包括两类,一是规范性作业政策,即具体学科中处理作业的操作规范,二是文化—认知性作业政策,即作业观念。然后,教育主管部门从外部供给了作业政策,其中规制性政策和绝大部分规范性政策具有教育督查等强制力的保障,因此被学校较好执行,即整合与细化。而缺少监督与保障的文化—认知性政策和部分规范性政策由于未得到有效传递,故被舍弃。最后,基于上述两种途径建立的作业政策进行结合。结合的过程中以更具强制力的外部供给政策为准,而由于内容不与之直接冲突,学校中的部分作业观念及操作规范得以继续留存。至此,学校形成了以供给性政策为主、需求性规则为辅的新一套作业政策。在第二阶段,学校层面不同性质的作业政策分别进行制度化。其一,规制性作业政策以学校正式文件、全校性会议等形式传递,使教师确定了避免惩罚的权宜性考虑,从而消除了诸如作业量过多、周三布置作业等行为;其二,规范性作业政策以教研组、年级组会议等形式传递,使教师清楚了“能熟练布置、批改、反馈作业”和“集体备课并完善校本作业”这两套行为代表了Z小学教师在作业方面的应然身份。于是教师们迅速习得作业操作规范,日益认可集体备课并投身其中。其三,文化—认知性作业政策以同事日常聊天、师徒结对中的交流等形式传递,使教师得以观察、模仿并内化学校中弥漫的作业观念,从而在此基础上思考与作业相关的事宜。基于以上结论,本研究提出了“注意供给作业政策的均衡性和一致性”以及“充分认识学校基于需求的治理能力”两点讨论。
[Abstract]:With the deepening of academic research on academic burden and learning evaluation, the idea of taking school homework as a fait accompli can no longer meet the needs of research. The more urgent question of why homework is so is decided by school homework policy. This study revolves around the formation process of school homework policy, with the help of institutional analysis theory, specifically explores the following two questions: how to analyze the formation process of new institutionalism? Under the care of the new institutionalism, how did the school work policy form? In order to solve the above problems, this study constructs an analytical framework for the formation of school homework policy by combing the literature. Under the support of the theoretical framework, this paper analyzes 18 work policy texts from educational authorities and schools themselves, and interviews 14 school administrators and ordinary teachers related to school operation policy. The following conclusions are drawn: the formation of school homework policy is divided into two stages: establishment and institutionalization. In the first stage, in order to solve the practical problems encountered in the homework, the school set up the original work policy through collective negotiation and trial and error. The policy consists of two categories: one is the normative operational policy, the other is the culture-cognitive operational policy, that is, the operational concept. Then, the competent department of education provides the operational policy from the outside, among which the regulatory policy and most of the normative policies have the protection of compulsory force such as educational supervision, so they are better implemented by the school, that is, the integration and refinement. However, the cultural-cognitive policy and some normative policies which lack of supervision and security are abandoned because they are not effectively transmitted. Finally, the operational policy based on the above two approaches is combined. In the process of combination, a more coercive external supply policy is adopted, and because the content does not directly conflict with it, some of the operational concepts and operational norms in the school continue to exist. So far, the school has formed a new set of operational policies based on supply policy, supplemented by demand rules. In the second stage, school-level operational policies of different nature are institutionalized. First, the regulatory work policy is transmitted in the form of formal school documents and school-wide meetings, which makes teachers determine the expedient consideration of avoiding punishment, thus eliminating such behaviors as excessive work volume and homework assignment on Wednesday. Second, normative operational policies are transmitted in the form of teaching and research groups and grade group meetings, so that teachers can clearly "be skillful in arranging and correcting." Feedback homework and collective preparation for lessons and perfecting school-based homework represent the teachers' proper status in homework. As a result, teachers quickly acquire homework practices and increasingly recognize and devote themselves to the collective preparation of lessons. Thirdly, the policy of culture-cognitive homework is transmitted in the form of daily chatting among colleagues and exchanges in pairs between teachers and disciples, which enables teachers to observe, imitate and internalize the prevailing concept of homework in schools, so as to reflect on the issues related to homework on this basis. Based on the above conclusions, this study puts forward two discussions: "pay attention to the balance and consistency of supply operation policy" and "fully understand the ability of school demand-based governance".
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G420
本文编号：2426176
[Abstract]:With the deepening of academic research on academic burden and learning evaluation, the idea of taking school homework as a fait accompli can no longer meet the needs of research. The more urgent question of why homework is so is decided by school homework policy. This study revolves around the formation process of school homework policy, with the help of institutional analysis theory, specifically explores the following two questions: how to analyze the formation process of new institutionalism? Under the care of the new institutionalism, how did the school work policy form? In order to solve the above problems, this study constructs an analytical framework for the formation of school homework policy by combing the literature. Under the support of the theoretical framework, this paper analyzes 18 work policy texts from educational authorities and schools themselves, and interviews 14 school administrators and ordinary teachers related to school operation policy. The following conclusions are drawn: the formation of school homework policy is divided into two stages: establishment and institutionalization. In the first stage, in order to solve the practical problems encountered in the homework, the school set up the original work policy through collective negotiation and trial and error. The policy consists of two categories: one is the normative operational policy, the other is the culture-cognitive operational policy, that is, the operational concept. Then, the competent department of education provides the operational policy from the outside, among which the regulatory policy and most of the normative policies have the protection of compulsory force such as educational supervision, so they are better implemented by the school, that is, the integration and refinement. However, the cultural-cognitive policy and some normative policies which lack of supervision and security are abandoned because they are not effectively transmitted. Finally, the operational policy based on the above two approaches is combined. In the process of combination, a more coercive external supply policy is adopted, and because the content does not directly conflict with it, some of the operational concepts and operational norms in the school continue to exist. So far, the school has formed a new set of operational policies based on supply policy, supplemented by demand rules. In the second stage, school-level operational policies of different nature are institutionalized. First, the regulatory work policy is transmitted in the form of formal school documents and school-wide meetings, which makes teachers determine the expedient consideration of avoiding punishment, thus eliminating such behaviors as excessive work volume and homework assignment on Wednesday. Second, normative operational policies are transmitted in the form of teaching and research groups and grade group meetings, so that teachers can clearly "be skillful in arranging and correcting." Feedback homework and collective preparation for lessons and perfecting school-based homework represent the teachers' proper status in homework. As a result, teachers quickly acquire homework practices and increasingly recognize and devote themselves to the collective preparation of lessons. Thirdly, the policy of culture-cognitive homework is transmitted in the form of daily chatting among colleagues and exchanges in pairs between teachers and disciples, which enables teachers to observe, imitate and internalize the prevailing concept of homework in schools, so as to reflect on the issues related to homework on this basis. Based on the above conclusions, this study puts forward two discussions: "pay attention to the balance and consistency of supply operation policy" and "fully understand the ability of school demand-based governance".
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G420
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