理想的现实建构：政府主导型学校变革研究
发布时间：2018-08-01 21:08
【摘要】： 学校处于社会关注的中心，面对来自各方的期望和要求，在不断变革中发展。其中，政府是学校变革的重要推动力，学校的变革常常是在政府的主导和推动下进行：政府以变革制度供给者的身份，设定学校变革的目标、基本路线和准则，政府利用所掌握的各种资源来推动学校的变革进程。中国古代的“官师合一”，是政府直接包办了学校的一切，主宰了学校的一切变化和变革。19世纪义务教育制度的推行，开始了西方教育领域中国家干预为主的时期。到20世纪80、90年代，学校变革行为的政府主导性越来越明显，主导速度越来越频繁。政府主导和干预学校的变革，是期望学校变革能实现预期的目标，但是这种类型学校变革并没有收到人们预期的完美效果，甚至受到诸多的质疑和指责。因此，政府频繁的主导学校变革行动和学校变革实施效果不彰成为一个两难困境，从而引发了笔者对这种政府主导型学校变革的观察、思考和研究。 论文由七部分组成，分别是导论、文献综述、政府主导型学校变革状况的调查与统计、政府主导型学校变革的逻辑前提、运行流程与特征、困境分析以及困境超越。论文在调查统计和个案剖析的基础上，主要在以下方面进行了分析和讨论。 第一，分析了政府主导学校变革的必要性和可能性，这是研究政府主导型学校变革的逻辑前提。正是因为政府有必要和有可能主导学校变革，才有进行该类型变革研究的基础。政府之所以要主导和干预学校的变革，不仅在于要保证学校变革的巨大外部效应，而且在于要避免学校变革的市场效应，以及克服学校自主变革的局限性。同时，由于政府拥有的法定权力和丰富资源使其主导有了可能性，学校出于生存的需要和中国特色的单位制度等也会对政府的主导采取一定程度的认同和顺从。 第二，对政府主导型学校变革的运作流程和特征进行了提炼和概括。基于两个个案剖析的基础上，勾勒了政府主导型学校变革的四个阶段运行流程。从运行流程中，提炼出政府主导型学校变革具有如下运行特征：(1)首先建立在理性的假设基础上，认为只要政府出台的变革方案是理性的，，理性的变革方案就可以在学校变革中得到理性的执行和实施；(2)政府主导型学校变革的目标和内容常常是社会问题取向的，是为了解决社会对教育和学校提出的诉求，以实现政府作为公共服务机构对社会公众的承诺和责任，面对社会问题，政府常常采取“管理主义"式的变革方案和措施；(3)变革的路径是自上而下。政府利用其权威性和强制性，把学校作为变革的场所，大范围的、快速推进变革；(4)变革工具以政府文件开路、领导讲话动员、舆论宣传造势为主，具有强制直接性。 第三，对调查和个案所反映出的学校变革实施的困境进行深层次的原因分析。笔者认为，造成政府主导型学校变革困境的原因是多种多样的，既有来自政府的原因，也有来自学校的原因，主要包括以下七个方面：变革目标的模糊，变革方案的有限理性，变革主体的缺位，变革过程的冲突和博弈，变革监督乏力，以及变革疲劳等方面。 最后，提出政府主导型学校变革困境超越的对策，以完善该变革类型，使其发挥应有的作用。要克服政府主导型学校变革的困境和低效，笔者尝试性提出了如下改进策略：(1)树立学校复杂性变革观，把学校变革看作为复杂的变革过程，而不是一个学校变革事件；(2)正确认识和定位政府“主导”，“管得最恰当的政府才是最好的政府”；(3)建立政府与学校之间的变革共识，增强变革动力；(4)变革的外在制度与内在制度的配套，健全学校变革的制度体系；(5)运用适当变革策略，驾驭变革过程，提升学校实施变革能力；(6)打造一支精干的变革代理人队伍，更好地领导学校变革。
[Abstract]:The school is in the center of social concern, and in the face of the expectations and requirements from all sides, the school is developing in a continuous change. Among them, the government is an important driving force for the reform of the school. The reform of the school is often carried out under the leadership and promotion of the government. The government uses all kinds of resources to promote the reform process of the school. The ancient Chinese "official division and division one" was the government directly organized the school, dominated all changes in the school and the reform of the.19 century compulsory education system, and began the period of Chinese intervention in the western education field. By the year of the year of the twentieth Century, the school of education was studied in the years of 80,90. The government leading and leading speed of the school reform is becoming more and more obvious. The reform of government and intervention in schools is expected to achieve the desired goal, but this type of school change has not received the perfect effect that people expected, and even many questions and accusations. Therefore, the government is frequently led by the government. The ineffectiveness of the school reform action and the implementation of the school reform has become a dilemma, which leads to the author's observation, thinking and Research on the reform of this type of government led school.
The paper is composed of seven parts: introduction, literature review, investigation and statistics of government led school reform, logical premise of government led school reform, operation process and characteristics, predicament analysis and predicament surpassing. Based on the survey and case analysis, the paper mainly analyzes and discusses the following aspects.
First, the necessity and possibility of the reform of the government led schools are analyzed. This is the logical premise for the study of the reform of government led schools. It is precisely because the government is necessary and possible to lead the reform of the school to have the basis for the study of this type of change. The reason why the government is to lead and intervene in the reform of the school is not only to guarantee the school's change, but also to ensure the school The huge external effect of the change is to avoid the market effect of school reform and to overcome the limitations of the independent reform of the school. At the same time, because of the legal power and rich resources of the government, it has the possibility that the school will take the leadership of the government for the needs of survival and the unit system of Chinese characteristics. Degree of identity and obedience.
Second, the operation process and characteristics of the government led school reform are abstracted and summarized. Based on two case studies, this paper outlines the four stages of the government led school reform. From the operation process, the government led school reform has the following operating characteristics: (1) first set up in the rational false. On the basis of it, it is believed that as long as the reform plan issued by the government is rational, the rational change scheme can be rationally implemented and implemented in the school reform. (2) the goal and content of the reform of government led schools are often social problems, in order to solve the demands put forward by the society to education and schools, so as to realize the government's work. For public service institutions to the public's commitment and responsibility, facing social problems, the government often takes "management" reform programs and measures; (3) the path of change is top-down. The government uses its authority and coercion, the school as a place for change, large scale, rapid change; and (4) the tool of change with the government The opening of documents, the mobilization of leaders' speeches, and the propaganda and advocacy of public opinion are mandatory and direct.
Third, a deep reason analysis is made on the predicament of the implementation of school reform reflected in the investigation and case. The author believes that there are a variety of reasons that cause the dilemma of the government led school reform, both from the government and from the school, including the following seven aspects: the vagueness of the change goal and the change party The limited rationality of the case, the absence of the main body of the reform, the conflict and game of the reform process, the weak supervision of change, and the fatigue of transformation.
Finally, this paper puts forward the countermeasures to overcome the transcendence of the dilemma of government led school reform in order to improve the type of reform and make it play its due role. To overcome the dilemma and inefficiency of the reform of the government led school, the author tries to put forward the following improvement strategies: (1) to set up a complex change view of the school and take the school reform as a complex process of change, Not a school change event; (2) correct understanding and positioning the government "leading", "the most appropriate government is the best government"; (3) the establishment of a consensus between the government and the school, to enhance the motivation of change; (4) the external system and the internal system of the transformation of the system; (5) the proper use of the system; (5) appropriate use of the system Change strategy, control the process of change, enhance the school's ability to implement change; (6) To build a capable team of change agents, better leadership of school change.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40
本文编号：2158606
[Abstract]:The school is in the center of social concern, and in the face of the expectations and requirements from all sides, the school is developing in a continuous change. Among them, the government is an important driving force for the reform of the school. The reform of the school is often carried out under the leadership and promotion of the government. The government uses all kinds of resources to promote the reform process of the school. The ancient Chinese "official division and division one" was the government directly organized the school, dominated all changes in the school and the reform of the.19 century compulsory education system, and began the period of Chinese intervention in the western education field. By the year of the year of the twentieth Century, the school of education was studied in the years of 80,90. The government leading and leading speed of the school reform is becoming more and more obvious. The reform of government and intervention in schools is expected to achieve the desired goal, but this type of school change has not received the perfect effect that people expected, and even many questions and accusations. Therefore, the government is frequently led by the government. The ineffectiveness of the school reform action and the implementation of the school reform has become a dilemma, which leads to the author's observation, thinking and Research on the reform of this type of government led school.
The paper is composed of seven parts: introduction, literature review, investigation and statistics of government led school reform, logical premise of government led school reform, operation process and characteristics, predicament analysis and predicament surpassing. Based on the survey and case analysis, the paper mainly analyzes and discusses the following aspects.
First, the necessity and possibility of the reform of the government led schools are analyzed. This is the logical premise for the study of the reform of government led schools. It is precisely because the government is necessary and possible to lead the reform of the school to have the basis for the study of this type of change. The reason why the government is to lead and intervene in the reform of the school is not only to guarantee the school's change, but also to ensure the school The huge external effect of the change is to avoid the market effect of school reform and to overcome the limitations of the independent reform of the school. At the same time, because of the legal power and rich resources of the government, it has the possibility that the school will take the leadership of the government for the needs of survival and the unit system of Chinese characteristics. Degree of identity and obedience.
Second, the operation process and characteristics of the government led school reform are abstracted and summarized. Based on two case studies, this paper outlines the four stages of the government led school reform. From the operation process, the government led school reform has the following operating characteristics: (1) first set up in the rational false. On the basis of it, it is believed that as long as the reform plan issued by the government is rational, the rational change scheme can be rationally implemented and implemented in the school reform. (2) the goal and content of the reform of government led schools are often social problems, in order to solve the demands put forward by the society to education and schools, so as to realize the government's work. For public service institutions to the public's commitment and responsibility, facing social problems, the government often takes "management" reform programs and measures; (3) the path of change is top-down. The government uses its authority and coercion, the school as a place for change, large scale, rapid change; and (4) the tool of change with the government The opening of documents, the mobilization of leaders' speeches, and the propaganda and advocacy of public opinion are mandatory and direct.
Third, a deep reason analysis is made on the predicament of the implementation of school reform reflected in the investigation and case. The author believes that there are a variety of reasons that cause the dilemma of the government led school reform, both from the government and from the school, including the following seven aspects: the vagueness of the change goal and the change party The limited rationality of the case, the absence of the main body of the reform, the conflict and game of the reform process, the weak supervision of change, and the fatigue of transformation.
Finally, this paper puts forward the countermeasures to overcome the transcendence of the dilemma of government led school reform in order to improve the type of reform and make it play its due role. To overcome the dilemma and inefficiency of the reform of the government led school, the author tries to put forward the following improvement strategies: (1) to set up a complex change view of the school and take the school reform as a complex process of change, Not a school change event; (2) correct understanding and positioning the government "leading", "the most appropriate government is the best government"; (3) the establishment of a consensus between the government and the school, to enhance the motivation of change; (4) the external system and the internal system of the transformation of the system; (5) the proper use of the system; (5) appropriate use of the system Change strategy, control the process of change, enhance the school's ability to implement change; (6) To build a capable team of change agents, better leadership of school change.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40
【引证文献】
相关期刊论文 前1条
1 孙翠香;范国睿;;学校变革成本分析——以政府主导型变革为例[J];教育发展研究;2008年19期
相关博士学位论文 前2条
1 韩登亮;基础教育学校变革机制研究[D];陕西师范大学;2012年
2 靳涌韬;教育学视域下我国现代学校变革有效性研究[D];辽宁师范大学;2012年
相关硕士学位论文 前7条
1 范敏;学校变革机制研究[D];华东师范大学;2011年
2 任琳琳;学校变革的发生机制研究[D];东北师范大学;2011年
3 郑绪卿;幼儿师范学校教师绩效管理的对策研究[D];中国海洋大学;2008年
4 姜园;社会转型时期学校变革的价值取向[D];四川师范大学;2009年
5 王子平;教育技术支持下的学校系统整体变革[D];河北大学;2010年
6 江伟;学校委托管理中的智能中介服务研究[D];上海师范大学;2012年
7 田晓苗;学校改进中教育行政部门的服务职责研究[D];东北师范大学;2012年
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