基于课堂教学改革的学校组织变革研究

发布时间：2018-01-20 17:15

本文关键词： 学校组织变革课堂教学改革教学系统重建管理系统改进领导变革　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

【摘要】：课堂教学改革的启动与推进,同现行学校的组织制度、规则以及行为方式等,正日趋产生诸多的摩擦与冲突。由此,基于课堂教学改革的组织变革问题——探究课堂教学改革与学校组织变革之间的关系、促使课堂教学改革持续深入的学校组织变革过程及策略、课堂教学改革实践中学校组织变革的一般规律,就显得极为迫切。本研究采用质的研究之案例研究方法。在文献梳理的基础上,基于课堂教学改革的学校组织变革研究理论假设,对三个典型学校案例系统考察,分别描述并讨论课堂教学改革启动与学校环境改变的依存关系,课堂教学改革导致的学校组织行为转变,为推动课堂教学改革对学校管理系统的改进,为深化课堂教学改革所发生的学校领导变革,进而概括基于课堂教学改革的学校组织变革的一般性结论。研究的主要内容包括:在剖析案例学校课堂教学改革引发的学校教学、管理系统改进与领导变革过程中,探讨课堂教学改革启动同学校环境要素关系及管理策略,推进课堂教学改革实践与学校教学系统重建过程及策略,适应课堂教学改革需要的学校管理系统改进理论与策略,深化课堂教学改革的学校领导变革类型及策略,课堂教学改革引发学校组织变革的过程,以及与此直接相关的学校组织变革关键因素与实施原则。基于以上分析,本研究概括得出的结论是:第一,基于课堂教学改革的学校组织变革遵循"理性→行动→策略→制度化"的循环运行规律。学校组织变革以体现师生"主体性"价值的课堂教学改革为立足点;通过领导者角色转变,分权授权予中层领导和教师,激发教师对学校特色理念的信奉与遵从,促使教师成为变革行动者;施以系统策略,包括教学模式推行、班级管理转型、教学评价优化、备课组建制化等的教学系统重建策略,推进组织结构职能转变、管理流程改造、学校制度创新等管理系统改进策略,通过领导者理念引领与行动示范、权力调整、组织文化营造、强化输出等学校领导变革策略;推动教学行为持续转变、管理方式不断创新与组织文化加快转型及学校环境关系改善,进而促使组织变革的制度化。第二,基于课堂教学改革的学校组织变革实施原则。其一,目标体系重建,包括建构实现师生"主体性"价值的教学系统目标、改进科层制下的教师专业自治管理系统目标、确立走向学习共同体的学校领导变革目标。其二,关联策略施行,包括课堂教学改革策略、教学系统重建策略、管理系统改进策略、领导变革策略等。其三,学校文化重塑,以"师生主体性"价值观为核心,重塑学校教学、管理和领导行为,践行"主体性"教学观、主体教育管理观与"变革性实践"领导观,推动学校组织各系统的变革。形成以"主体性"价值为统领,各系统目标递进、多层面策略关联、相互促进的改革合力。第三,基于课堂教学改革的学校组织系统变革的模型建构。对以课堂教学改革为中心、自内向外的同心五层环线漩涡模型及其动力分析发现,学校组织系统变革的动力,源于以课堂教学改革为核心的各系统变革运行中师生"主体性"价值的彰显与目标引领、以专业权力与道德领导力为主的权力驱动、组织策略转化、最终通过制度化得以维系和稳固,是理念引领、权力驱动、组织转化、制度维系等四种力量的持续整合。
[Abstract]:With the advance of the classroom teaching reform started, with the current school organizational system, rules and behavior, is becoming more and more friction and conflict many. Thus, the relationship between organizational reform of classroom teaching reform based on inquiry teaching reform and school reform, promote classroom teaching reform deepening school organizational change process general rules and Strategies, classroom teaching reform in the practice of school organization change, is extremely urgent. This study adopts case study method of qualitative research. Based on the literature review, the school organizational change research hypothesis based on the classroom teaching reform, the research of the three typical cases of the school system, the discussion of classroom teaching the start of reform and school environment change and describe the dependency relation, school organizational behavior change leads to the classroom teaching reform, in order to promote classroom teaching Improvement of the school management system reform, the school leadership reform deepening the classroom teaching reform has occurred, and then summed up the general conclusion of school organizational change classroom teaching reform. Based on the main research contents include: analysis of the case teaching in the classroom teaching reform the school management system, improvement and leadership in the transformation process, to explore the classroom teaching reform started school environment factors relationship and management strategy, promote the reform of classroom teaching and practice teaching system reconstruction process and strategy, to adapt to the school classroom teaching management system reform to improve the theory and strategy of school leadership, change type and strategy of deepening the reform of classroom teaching, classroom teaching reform causes the process of school organization, and school organizational change is directly related to the key factors and implementation principle. Based on the above analysis, this study summarized the The conclusion is: first, cyclic operation rules of school organizational change classroom teaching reform follow the "rationality and action, strategy, system" based on school organizational change to reflect the reform of classroom teaching and students' subjectivity value as the starting point; through the leader role transformation, decentralization delegated to middle managers and teachers, stimulate in compliance with the concept of teachers on the school characteristics, encourage teachers to become actors to change; system strategy, including the implementation of the teaching mode, class management transformation, optimization of teaching evaluation, teaching system for preparing reconstruction strategy etc., to promote the transformation of organization function, management process reengineering, improvement strategy of school system innovation management system, through the the leader idea and action demonstration, power adjustment, organizational culture construction, strengthen the output of school leadership change strategy; promote the teaching behavior of continuous change, management The type of innovation and organizational culture transformation and accelerate the improvement of the school environment, and promote the institutionalization of organizational change. Second, the implementation of the principle of school organization reform of classroom teaching reform. Based on the target system, target reconstruction, including the construction of teaching system of teachers' subjectivity value, improve teachers' professional under bureaucracy autonomous management system to establish goals, learning objectives of school leadership reform community. Second, association strategy implementation, including the reform of classroom teaching strategies, teaching system reconstruction strategy, improvement strategy management system, change leadership strategies. Thirdly, to reconstruct school culture, teachers and students "subjectivity" as the core values, rebuild the school teaching management. And leadership behavior, the practice of "subjectivity" teaching concept, subjective educational management view and "revolutionary practice" leadership, promote the organization of the school system reform. The formation of the "subjectivity" price The value of the system as a guide, progressive, multi level strategy, reform and promote each other together. Third, the construction of school organization system reform classroom teaching reform model based on. On the reform of classroom teaching as the center, five concentric ring vortex model and its dynamic analysis from inside to outside of the school system and found that dynamic change, originated from the reform of classroom teaching is the core of the system reform in the operation of teachers and students "subjectivity" and highlight the value goal lead, with professional authority and moral leadership based power driven organization transformation strategy, finally through institutionalized sustained and stable, is the concept of lead, power driven, organization transformation, continuous integration to maintain the four kinds of power system.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G47

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