学校协同演进综合评价解释模型研究

发布时间：2018-01-08 22:18

本文关键词：学校协同演进综合评价解释模型研究　出处：《教育科学研究》2015年05期 　论文类型：期刊论文

【摘要】：以前期研究的三个解释模型为基础,综合组织生命周期理论、耗散结构理论和协同理论,提出解释学校发展的协同演进视角:学校是多维结构、多元主体独立运行且相互关联的有机整体,各子系统通过秩序协同、关系协同、结构协同产生复合协同效应,经历成长强化、成熟稳定、高原整合、再生重构等阶段,扰动参量使学校处于不断打破平衡、建立平衡的动态过程,协同演进轨迹总体按照渐进式、跳跃式、波动式、恒稳式等方式运行。据此分析框架,从空间和时间二维角度建立学校协同演进综合评价解释静态模型和动态模型,分析处于主导地位的协同要素,判断协同效应水平,研究涨落因素,探寻平衡临界点,确定动态平衡属性,推演学校协同演进轨迹及类型,提出模型的解释原则和对策建议。
[Abstract]:On the basis of the three explanatory models studied in the previous period, this paper combines the theory of organizational life cycle, the theory of dissipative structure and the theory of cooperation, and puts forward the perspective of cooperative evolution to explain the development of school: school is a multidimensional structure. Multiple agents run independently and interrelated organic whole, each subsystem through order coordination, relationship coordination, structure coordination to produce compound synergy effect, experienced growth strengthening, mature and stable, plateau integration. In the stage of regenerative reconstruction, the disturbance parameters make the school in the dynamic process of breaking the balance and establishing the equilibrium, and the cooperative evolution track is generally in accordance with the gradual, the jump and the fluctuating. Based on the analysis framework, the static and dynamic models of school collaborative evolution comprehensive evaluation are established from the perspective of space and time, and the dominant cooperative elements are analyzed. To judge the level of synergetic effect, to study the fluctuation factors, to explore the critical point of equilibrium, to determine the attribute of dynamic equilibrium, to deduce the track and type of school cooperative evolution, and to put forward the explanatory principles and countermeasures of the model.
【作者单位】：北京教育科学研究院(北京市教育督导与教育质量评价研究中心);
【基金】：北京市教育科学“十一五”规划2010年度青年专项课题“学校内部评价结果的解释模型研究”(CHB10202)的阶段性成果
【分类号】：G40-058.1
【正文快照】： 王薇北京教育科学研究院(北京市教育督导与教育质量评价研究中心)副研究员100101本研究前期以组织生命周期理论、耗散结构理论和协同理论为基础,分别从动态规律、有序状态和要素关系三个角度建立了学校发展阶段评价解释模型[1]、学校有序度评价解释模型[2]和学校主体协同评价

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