学校文化作为一种管理
发布时间：2018-11-24 14:58
【摘要】：对教师专业发展的研究在过去的二十年中迅猛的开展起来。人们逐渐认识到教师专业发展的重要性。在中国，教师的专业能力被认为是素质教育的关键之所在。众所周知教师是作为人而存在的，而人本身是一种社会的文化的存在，是文化使得人们以某种方式说话和行动的。这篇论文的目的是去理解，位于中国云南的ABC师范高等专科学校(简称ABC师专)里，消极的学校文化对教师专业发展的影响。确切地说，这项研究主要回答以下三个问题：(1)在ABC师专的学校文化中，教师的机构生活呈现何种面貌?(2)在ABC师专，是什么原因致使教师的机构生活呈现此面貌的?(3)学校的消极文化是怎样通过教师的机构生活影响教师的专业发展的? 这项在ABC师专里进行的研究是通过叙事性研究(故事讲述研究)来展开的。所叙述的故事主要来自对教师的采访和ABC师专的规章制度。其中一个故事来自ABC师专英语系的会议录音。 这项研究基于以下理论框架：(1)教师发展理论，主要是体现在教师发展的特征之中，他们强调建构主义、合作学习、社会文化学习和社会学习理论等方面。(2)组织文化和学校文化影响的相关理论。(3)研究还基于这样的一个假设：故事是一种管理。这项研究试图去理解ABC师专消极的学校文化是怎样通过教师的机构生活影响教师的专业发展的。 通过研究，我们发现，在ABC师专里，，教师的机构生活在消极的学校文化中呈现如下面貌：职业倦怠捆扰着教师的生活；科层式的管理占统治地位；在管理中缺乏充分的民主和公平；没有专业学习共同体。职业倦怠的原因分析主要通过Hobfoll的COR资源保存理论(Conservation-of-Resources)、学校(组织)文化理论和Gist Mitchell，Judge，Erez， Bono的主观评价和核心自我评价理论(subjective appraisals and core self-evaluations theory)对消极学校文化的管理作用进行分析；学校占统治地位的科层式管理以及在管理上缺乏充分的民主和平等主要用学校(组织)文化和社会科层管理理论中的相关理论对消极的学校文化的控
[Abstract]:The research on teachers' professional development has been carried out rapidly in the past two decades. People have come to realize the importance of teachers' professional development. In China, teachers' professional ability is regarded as the key to quality education. It is well known that teachers exist as human beings, and human beings are the existence of a kind of social culture, which makes people speak and act in some way. The purpose of this paper is to understand the influence of negative school culture on teachers' professional development in ABC Teachers College (ABC Teachers College) in Yunnan, China. To be exact, this study mainly answers the following three questions: (1) in the school culture of the ABC Teachers College, what is the appearance of the teacher's institutional life? (2) in the ABC Teachers College, What causes teachers' institutional life to take on such a look? (3) how does the negative culture of school affect teachers' professional development through teachers' institutional life? The study at ABC Teachers College was carried out through narrative research. The stories are mainly from interviews with teachers and the rules and regulations of ABC Teachers College. One of the stories is recorded from the English Department of ABC Teachers College. This research is based on the following theoretical framework: (1) the theory of teacher development is mainly embodied in the characteristics of teacher development. They emphasize constructivism and cooperative learning. The theory of sociocultural learning and social learning. (2) the relevant theories of the influence of organizational culture and school culture. (3) the study is also based on the hypothesis that the story is a kind of management. This study attempts to understand how the negative school culture of ABC Teachers College influences the professional development of teachers through their institutional life. Through research, we find that in ABC Teachers College, teachers' institutional life in the negative school culture presents the following features: job burnout disturbs teachers' life; Lack of full democracy and fairness in management; no professional learning community. The cause Analysis of Job Burnout mainly through Hobfoll's COR Resource Conservation Theory (Conservation-of-Resources), School (organizational) Culture Theory and Gist Mitchell,Judge,Erez, Bono's subjective evaluation and core self-evaluation theory (subjective appraisals and core self-evaluations theory) are used to analyze the management function of negative school culture. The dominant branch management of schools and the lack of sufficient democracy and equality in management mainly use the relevant theories of school culture and social management theory to control the negative school culture.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G471
本文编号：2354155
[Abstract]:The research on teachers' professional development has been carried out rapidly in the past two decades. People have come to realize the importance of teachers' professional development. In China, teachers' professional ability is regarded as the key to quality education. It is well known that teachers exist as human beings, and human beings are the existence of a kind of social culture, which makes people speak and act in some way. The purpose of this paper is to understand the influence of negative school culture on teachers' professional development in ABC Teachers College (ABC Teachers College) in Yunnan, China. To be exact, this study mainly answers the following three questions: (1) in the school culture of the ABC Teachers College, what is the appearance of the teacher's institutional life? (2) in the ABC Teachers College, What causes teachers' institutional life to take on such a look? (3) how does the negative culture of school affect teachers' professional development through teachers' institutional life? The study at ABC Teachers College was carried out through narrative research. The stories are mainly from interviews with teachers and the rules and regulations of ABC Teachers College. One of the stories is recorded from the English Department of ABC Teachers College. This research is based on the following theoretical framework: (1) the theory of teacher development is mainly embodied in the characteristics of teacher development. They emphasize constructivism and cooperative learning. The theory of sociocultural learning and social learning. (2) the relevant theories of the influence of organizational culture and school culture. (3) the study is also based on the hypothesis that the story is a kind of management. This study attempts to understand how the negative school culture of ABC Teachers College influences the professional development of teachers through their institutional life. Through research, we find that in ABC Teachers College, teachers' institutional life in the negative school culture presents the following features: job burnout disturbs teachers' life; Lack of full democracy and fairness in management; no professional learning community. The cause Analysis of Job Burnout mainly through Hobfoll's COR Resource Conservation Theory (Conservation-of-Resources), School (organizational) Culture Theory and Gist Mitchell,Judge,Erez, Bono's subjective evaluation and core self-evaluation theory (subjective appraisals and core self-evaluations theory) are used to analyze the management function of negative school culture. The dominant branch management of schools and the lack of sufficient democracy and equality in management mainly use the relevant theories of school culture and social management theory to control the negative school culture.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G471
【引证文献】
相关硕士学位论文 前2条
1 丁月;文化管理视阈下的我国大学管理变革研究[D];广西师范学院;2011年
2 戴加成;南菁中学学校文化建设研究[D];江苏师范大学;2012年
本文编号：2354155
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