学校精神的研究

发布时间：2018-04-26 10:33

本文选题：学校精神 + 价值　；参考：《华东师范大学》2010年博士论文

【摘要】： 学校精神是学校在历史的传承与发展过程中的特有现象。学校越是发展,就越离不开学校精神,也就越需要对学校精神进行研究。随着学校教育教学的不断发展,学校精神已经成为我国学校管理研究领域中的一个重要的课题。正是基于这样的认识,本研究从“什么是学校精神”这一基本问题出发,对学校精神的价值、学校精神的结构、学校精神形成的规律、学校精神的凝炼以及学校精神的提升进行了探索。首先对学校精神的研究背景进行探讨。本研究试图从当下学校面临的突出问题,学校实践活动的根本问题和学校发展的现实课题等三个方面探究学校精神研究的现实依据。在此基础上,对学校精神概念的历史发展进行了考察,力图对学校精神内涵作出新的界定,并对其本质进行深入的分析。接着探求了学校精神的价值。学校精神具有发展价值、科学价值、人文价值以及美学价值。学校精神对人的发展的追寻、学校发展的引领、社会发展的塑造是其发展价值所在；促进科学精神与人文精神融合,科学理性与价值理性并举,科学研究与学校发展一致是其科学价值所存；提供人文关怀,提升价值理性,彰显人性本质是其人文价值所归；构建学校美感,打造办学特色,建设和谐校园,创办崇高教育,构筑超越情怀是其美学价值所向。然后探索了学校精神的理论依据。本研究尝试通过学校精神理论的历史发展来归纳概括有关学校精神的思想。在对我国历史上关于学校精神的道德教育、乐忧天下、学生为本、国家本位等思想进行归纳梳理,并力求将我国早期形态学校的精神之源概括为自修与研究兼顾、讲学与议政并重、传承与创新结合之后,对西方国家生命哲学思想、文化陶冶理论、道德教育思想、人本教育思想进行探幽发微,并试图通过古希腊帕拉图学园、孟都亚学校、阿博茨霍尔姆学校以及萨默希尔学校来追寻西方形态学校的精神之源。随后,本研究着力于学校精神的结构探究。在探析了学校群体情感、学校群体意识以及学校群体价值观念等内在结构；自由精神、科学精神、民主精神、拼搏精神以及团队精神等范畴结构；创造功能、凝聚功能、熏陶功能以及规范功能等功能结构；校长精神、教师精神、学生精神等角色结构的基础上,分别对这四种学校精神结构的形态进行了探究。本研究还着力于学校精神形成规律的探究。在学校精神形成规律的揭示上,概括与探究了学校精神的孕育规律、整合规律、内化规律以及强化规律。学校精神的孕育主要通过历史传统、现在或将来、文化管理三种途径来进行；学校精神的整合主要体现为自上而下整合、自下而上整合以及沟通对话整合；学校精神的内化则依据感化趋同、类化仿同、默化融通、顺化求同与优化认同的次序进行；学校精神的强化则表现为替代强化、直接强化与自我强化。此外,本研究还进行了学校精神凝炼的探讨。探析了学校精神凝炼的思想前提,论证了学校精神凝炼的主体及其形态,探求了学校精神凝炼的路径在于挖掘与解读、聚焦与扬弃、构建与重塑,探论了学校精神的凝炼必须是统摄的、内生的、自洽的、统一的以及理性的。最后,本研究分析了学校精神的时代境遇是消费化社会、功利化管理以及知识化教育及其对其的消解,为此,学校精神提升的架构应该是回归精神生活、革新当下制度、实施文化陶冶,并探析了通过提升学校发展平台,提升教师价值追求以及学生成才动力等途径来提升学校精神。
[Abstract]:School spirit is a special phenomenon in the process of history and history. The more the school is developed, the more the school spirit is separated from the school spirit, the more the school spirit needs to be studied. With the continuous development of the school education, the school spirit has become an important subject in the field of school management and research in China.
Based on this understanding, this study, starting with the basic question of "what is school spirit", explores the value of school spirit, the structure of school spirit, the law of the formation of school spirit, the condensation of school spirit and the promotion of school spirit.
This study tries to explore the realistic basis for the study of school spirit from three aspects, such as the outstanding problems faced by the present school, the fundamental problems of the school practice and the realistic subject of the school development, and on this basis, the historical development of the school spirit concept is investigated to try to study the school spirit. We should make a new definition of the spirit of the school and make an in-depth analysis of its essence.
The school spirit has the value of the school spirit. The school spirit has the development value, the scientific value, the humanistic value and the aesthetic value. The pursuit of the human development, the guidance of the school development and the molding of the social development are the value of its development, the integration of the scientific spirit and the humanistic spirit, the combination of scientific rationality and the value reason, and the science of science. The scientific value of the research and the development of the school is its scientific value; providing humanistic care, promoting the value rationality and showing the nature of human nature are the values of their humanity; building a school aesthetic feeling, building a school running characteristic, building a harmonious campus, establishing a lofty education and constructing a transcendental feelings are its aesthetic values.
Then it explores the theoretical basis of the school spirit. This study attempts to generalize and summarize the thought of the school spirit through the historical development of the school spirit theory. In the history of China, the moral education of the school spirit, the happiness and the world, the student oriented, the national standard and so on are summed up, and the early form schools in China are sought. The source of the spirit is summed up in the consideration of self-study and research, the importance of teaching and the deliberation of politics, and the combination of inheritance and innovation, and the exploration of western countries' philosophy of life, culture, moral education, moral education and humanistic education, and attempts to pass the palato School of ancient Greece, the montdu school, the Holm School of Albas and samer. Hill school came to search for the spiritual source of western form schools.
Then, this study focuses on the structure of the school spirit. In the analysis of the inner structure of school group emotion, school group consciousness and school group values, such as free spirit, scientific spirit, democratic spirit, hard work spirit and team spirit, and other categories, creative function, cohesive function, edification function and normative function and so on. On the basis of the structure of roles, principals' spirit, teachers' spirit and students' spirit, the form of these four schools' spiritual structures were explored respectively.
This study also focuses on the formation of the school spirit. In the light of the law of the formation of the school spirit, it summarizes and explores the rules of birth of the school spirit, the law of integration, the law of internalization and the law of strengthening. The school spirit is mainly carried out through three ways of history, now or in the future, and in the future, and the school spirit. Integration is mainly embodied in top-down integration, bottom-up integration and communication and dialogue integration; the internalization of school spirit is based on the order of convergence, categorization, imitating, tacit harmony, submission and optimization identification; the strengthening of school spirit is the alternative strengthening, direct strengthening and self strengthening.
In addition, this study has also carried out the discussion of school spirit condensation. It explores the ideological premise of school spiritual condensation, demonstrates the main body and form of the school spirit condensation, and explores the path of the school spiritual condensation in excavation and interpretation, focusing and abandonment, construction and remolding, and discussing that the school spirit must be condensed and endogenetic. Self consistent, unified and rational.
Finally, this study analyzes the situation of the school spirit in the era of consumption, utilitarian management and knowledge education and its elimination. To this end, the framework of the promotion of the school spirit should be to return to spiritual life, to innovate the present system and to implement cultural edification, and to explore the promotion of the school development platform and the promotion of the pursuit of teachers' value. And the power of students' growth to enhance the spirit of the school.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40

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