面向实践的学校宏观管理研究的范式特点

发布时间：2018-03-11 03:27

本文选题：学校宏观管理研究　切入点：研究范式　出处：《江西教育科研》2006年05期 　论文类型：期刊论文

【摘要】：学校宏观管理研究的课题数量已经超过微观教学研究,但研究质量较微观教学研究有较大差距,有的研究结论甚至不如教育行政管理人员的经验性认识深刻。研究范式的不成熟是重要的原因。研究范式包括观察现象的范式和运用概念体系研究的范式。学校宏观管理现象,是关于调动教育资源过程的外部形态和联系,具有历时性、共时性、观察者不完全亲临性等特点,决定了对学校宏观管理现象的系统观察,要具备职务条件(或代职课题研究)、选择高级问题的观察角度以及需要“教育管理叙事”的不断积累。不同的概念体系,又决定了问题的抽象路径和研究范式。应当重视借助教育组织理论形成宏观教育问题的表述方式和研究解决问题的路径。
[Abstract]:The number of subjects in the study of school macro-management has exceeded that of micro-teaching research, but the quality of the research is much lower than that of the micro-teaching research. Some research conclusions are not even as profound as the empirical understanding of educational administrators. The immature research paradigm is the important reason. The research paradigm includes observation paradigm and conceptual system research paradigm. It is about the external form and connection of the process of mobilizing educational resources, which has the characteristics of diachronic, synchronic, and observer's incomplete presence, which determines the systematic observation of the phenomenon of macroscopic management in schools. In order to have the job qualifications (or to study on behalf of the subject, to choose the perspective of advanced problems, and to need the continuous accumulation of "educational management narrative." different conceptual systems, It also determines the abstract path and research paradigm of the problem. We should pay attention to the formulation of macro-education problem and the way to solve the problem with the help of educational organization theory.
【作者单位】：
【分类号】：G471

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