学校发展变革研究

发布时间：2018-05-22 10:51

本文选题：学校 + 学校发展变革　；参考：《西北师范大学》2007年博士论文

【摘要】： 学校是有计划、有组织、有系统地进行教育、教学活动的场所,它主要通过文化传承和人才培养对社会的发展和进步做出贡献,尤其在现代社会,学校的发展和变革被认为与国家、社会的发展变革息息相关,学校改革的浪潮也随之高涨。本研究将本着历史与过程相统一的原则对学校的概念、学校的发展变革历史及其动力机制、现实中学校发展变革出现的问题和原因进行分析和解读,以期预测学校发展变革的应然走向,为现实的学校发展变革提供参考。本研究在内容上共分为四部分: 导论部分主要从理论和实践两个角度提出了要研究的问题,对相关文献进行梳理,界定了学校、学校发展及学校变革的概念,阐明了本研究的目的与原则,思路与方法以及本研究的创新点。第一编的内容主要是对学校发展变革的历史轨迹进行回顾和总结。学校萌芽于采集时代,产生于农业时代,与农业时代一道经历了漫长的演进历程,并表现出东西方明显的差别,论文就此进行了古代中国经济由盛而衰的学校归因分析,并认为,中西方的学校都脱胎于农业文明,具有一些共同的特征,即为特权者服务、非生产性、非连续性和非体系性、教师的权威地位、对女性的排斥、个别教学、经验管理、法古封闭等。在工业时代,学校经历了巨大的发展和变革,表现出国家化和世俗化、制度化、公共性和民族性、生产性、班级授课制以及与之相关的工厂式隐喻和科层管理、国际组织逐步介入等特征。此时期的学校也集中体现了以机器大生产为基础的现代社会危机,学校与生活的隔离、工厂式隐喻的危机、科层制管理模式的缺陷、学校的保守性、受到怀疑的公共性、教育性的缺失、学校病等问题的存在使得人们甚至对学校存在的必要性都发生了怀疑。世界各国正是在对学校批判的众声喧哗中在信息时代来临之际对学校进行了一场全方位的变革,着力点主要放在数字化校园的建设、学校的开放性和社会化、办学模式的多样化、教学模式的重建、以校为本的管理、学校结构的重建、民主、公平追求的深化、国际化与本土化并存等方面。第二编的内容主要是探询学校发展变革的动力机制和对学校发展变革现状的问题聚焦。学校发展变革的动力来自于学校外系统力量和学校内系统力量的综合作用和差异协同,学校外系统对学校发展变革起着催生与制约作用的力量主要有生产力、政治、包括宗教在内的文化、地理环境和人口等,学校内系统对学校发展变革起着主动与内生的力量主要有人的主体性的觉醒和发挥、利益博弈、学校机构的主动变革、学校系统的自组织和学校教育力等,正是这些无序而复杂的力量丛通过各种形式的竞争、选择、融合、对话和协同转化为学校发展变革的动力和合力。因此,学校变革发展的历史就是学校内外系统两纬度双向矢量的诸因素的差异并趋向协同的互缠互绕的历史,这种变化既是他组织的,也是自组织的,既是稳定的,也是突变的,是由一变多,并由多合一的差异协同过程。由于影响学校发展变革的机制是复杂和无序的,信息时代学校的发展变革努力同样潜伏着危机,充满了问题,主要表现为学生学力和创造力的下降、新的不公平问题出现、实质性变革的缺乏和形式化变革的泛滥、公司化学校的负效应、日益加大的学校差异、知识沟和数字鸿沟问题、学校里校长和教师的尴尬处境等,其原因主要在于学校系统内外诸因素之间的不协同。其中,在学校系统外各因素中的差异表现为:生产力发展水平与学校发展变革之间的差异,政策制定和实施中的问题与学校变革所需要的明确而连续的指导之间的差异,文化传统和市场文化对学校发展变革的负面影响,学校系统外人们对学校的过度依赖与变革要求的理性精神之间的差异等;在学校系统内部诸要素之间的差异表现为:变革主体对理论本身不完美的掩藏或无意识,学校系统内部专家的受雇地位与理论者应有的学术良知之间的差异,学校内变革主体对实践智慧的盲目自信导致的对变革理论和政策的排斥,学校组织本身的保守性与发展变革要求的组织灵敏性之间的差异,学校系统内部不同群体之间的差异使得变革复杂而困难等。结语部分指出了学校发展变革的最终归宿是个体发展和社会进步,认为学校发展变革需要社会环境变革和变革主体理性思维的支撑,在此基础上明确学校变革的应然走向,即发展上立足国际,不断变革;价值上注重创新,培养个性;过程上关照生命,体验成长;技术上数字网络,共享互动;管理上对话交流,共同领导;类型上特色灵活,丰富内容;形式上开放沟通,争取外援;系统上内外协调,和谐发展。
[Abstract]:School is a planned, organized, systematic place for education and teaching activities. It mainly contributes to the development and progress of society through cultural inheritance and talent cultivation. Especially in modern society, the development and reform of schools are considered to be closely related to the development of the country and society, and the wave of school reform is also rising. The study will be based on the principle of the unification of history and process to the concept of school, the history of the school's development and reform, the motive mechanism, the problems and reasons of the school development and Reform in reality, in order to predict the trend of the school development and change, and provide reference for the development and reform of the real school.
The content of this study is divided into four parts:
The introduction puts forward the problems to be studied from two angles of theory and practice, combs the related literature, defines the concept of school, school development and school reform, clarifies the purpose and principles of this study, ideas and methods as well as the innovation of this study.
The main content of the first edition is to review and summarize the historical track of school development and change. The school sprout in the era of collection, produced in the age of agriculture, experienced a long course of evolution with the age of agriculture, and showed obvious differences between East and West, and the paper made an analysis of the school attribution of the ancient Chinese economy. It is also believed that both Western and Chinese schools are born out of agricultural civilization and have some common features, namely, the service of the privileged, non productive, discontinuous and non systematic, the authority of the teachers, the exclusion of women, individual teaching, experience management, and the closure of the French and ancient times.
In the industrial age, the school experienced great development and change, showing the characteristics of nationalization and secularization, institutionalization, public and national, productive, class teaching and related factory metaphor and bureaucratic management, and the gradual intervention of international organizations. The social crisis, the isolation of school and life, the crisis of factory metaphor, the defect of the management mode of the bureaucracy, the conservatism of the school, the publicity of suspicion, the lack of education, and the existence of school diseases make people even doubt the necessity of the existence of the school.
All the countries of the world have made a full change to the school at the arrival of the information age. The focus is on the construction of the digital campus, the openness and socialization of the school, the diversification of the mode of school running, the reconstruction of the teaching mode, the management of the school based, the reconstruction of the school structure, and the democracy, The deepening of fairness pursuit, the coexistence of internationalization and localization.
The main content of the second edition is to explore the dynamic mechanism of the school development and change and focus on the current situation of the school development and change. The motive force of the school development and change comes from the comprehensive role of the external school system power and the system power in the school and the difference synergy. The external school system has the power of promoting and restricting the development of the school development. In order to have the productive forces, politics, the culture of religion, the geographical environment and the population, the internal awakening and exertion of the main body of the school system on the development of the school, the game of the interests, the active reform of the school institutions, the self-organization of the school system and the educational power of the school, are all these disorder and complexity. The power cluster, through various forms of competition, selection, integration, dialogue and coordination, is the motive force and resultant force of the development of the school. Therefore, the history of the school reform and development is the history of the differences between the factors of the two latitudes vector of the system inside and outside the school and the trend of mutual entangling and intertwining. This change is both his organization and the self group. Weaving is not only stable but also abrupt. It is a process of difference from one to many.
Because the mechanism that affects the development and change of the school is complex and disorderly, the development and change of the school in the information age is also lurking the crisis, full of problems, mainly manifested in the decline of students' learning ability and creativity, the emergence of new unfairness, the lack of substantive change and the proliferation of formalized changes, the negative effect of the corporate school. The differences in school, knowledge gap and digital divide, the awkward situation of school principals and teachers are mainly due to the unsynergy between the various factors inside and outside the school system. Among them, the differences in the factors outside the school system are the difference between the level of productivity development and the change of school development, policy making and reality. The difference between the problem and the clear and continuous guidance needed by the school reform, the negative influence of cultural tradition and market culture on the school development and change, the difference between the excessive dependence of the school system and the rational spirit of the change requirements outside the school system, and so on. The cover or unconsciousness of the main body of the theory itself, the difference between the employment status of the expert in the school system and the academic conscience that the theorists should have, the exclusion of the theory and policy of change caused by the blind confidence of the subject to the practical wisdom, the conservatism and the requirements for the development and change of the school organization itself. The difference between sensitivity, the difference between different groups in the school system makes the transformation complex and difficult.
The concluding part points out that the final destination of the school development and change is the individual development and the social progress. It is believed that the reform of the school development needs the social environment change and the support of the rational thinking of the subject. On the basis of this, it is clear that the reform of the school should be developed, that is, the development is based on the international, no change, the value of innovation, the cultivation of personality; Shangguan life, experience growth; technology digital network, sharing interaction; management dialogue and communication, common leadership; type features flexible, rich content; form open communication, for foreign aid; system on and outside coordination, harmonious development.
【学位授予单位】：西北师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40

【引证文献】