在变动中寻求秩序

发布时间：2019-03-29 09:12

【摘要】： 随着社会转型的时代进程和教育改革的逐步深入,我国学校正处于由“近代型”向“现代型”的转型之中,这一过程是一种整体的结构性变革,其中就包括学校内部制度在内涵和外延上的更新变化。这是因为,转型中人和人、人和组织、组织和组织之间旧有的关系不断被打破,亟待以制度更新的方式对形成中的新型关系加以界定、约束、规范和协调,以打破旧秩序,建立新秩序,在不同层次和领域逐渐达至新的平衡态。因此,制度更新既是学校转型的构成部分,又起到保障并推进学校转型的作用。首先,论文从多个角度认识并界定了制度及学校制度的基本涵义,结合对案例及其制度文本的分析,从变革前和变革后两个维度对建国以来学校内部制度状况进行了考察,进而提出了本文的基本观点:在转型性变革背景下,需要从教育学的立场出发,对学校内部制度进行更新与变革。基于对上述制度更新的背景分析,论文认为,理解学校转型性变革中的制度更新,需要坚持教育学的立场与视角,制度更新在形式上是制度文本的更新,而实质上是制度价值取向及制度功能观的转变。也就是说,学校制度设计的假设应该是内含积极人性的理性假设,随着制度设计人性观的改变,其价值取向也面临从“驭人之术”向“成人之道”的转变,而在新的价值取向影响下,人们对学校制度功能的需求势必发生一系列的改变,相应地,学校制度在结构优化与功能完善的互动中方可达至“成事成人”。通过对几所学校制度变革案例的呈现与分析,论文在“如何转型”、“转了哪些型”等问题上给出了从实践中提炼出来的答案,其中既有“大刀阔斧”地进行学校层面制度系统变革的尝试,也有从具体制度着手体现转型要求的努力,即使是同一类制度的更新实践,在变革“战略”的定位、“战术”的选择以及变革成效的体现上也存在诸多差异,从不同侧面反映了制度变革的多样路径和丰富型态。文章继而对上述案例中的制度更新成效及其推进过程中的问题进行了反思,主张关注制度更新中人的因素、学校领导与管理者的能力与水平及外部支持保障力量,关注制度更新与学校内部组织变革、与学校新文化建设、与学校新的运行机制形成之间相互建构、双向生成的关系。处于一个开放复杂的时代、置身学校这样一种开放复杂的系统,人们只能勇敢地面对复杂性的挑战,并执着而智慧地推进制度更新。具体说来,首先是学校领导与管理层的变革意识与能力需要自觉地提升:其次,来自多方、多层面的变革力量需要在多维互动中聚集为一股强有力的更新动力,当然,制度转型的最终实现要落实到学校变革主体在具体而综合的变革行动中的自主创建。最后,制度更新本身就是一种自组织过程,通过制度更新可望形成学校变革的自组织机制。
[Abstract]:With the progress of social transformation and the deepening of educational reform, Chinese schools are in the process of transforming from "modern type" to "modern type". This process is a kind of integral structural change. Including the school internal system in the connotation and extension of the renewal of changes. This is because during the transition, the old relationship between people and people, people and organizations, organizations and organizations has been constantly broken, and there is an urgent need to define, restrict, standardize and coordinate the new relationships in formation in the way of institutional renewal, in order to break the old order. The establishment of a new order has gradually reached a new equilibrium at different levels and fields. Therefore, institutional renewal is not only an integral part of the school transformation, but also plays a role in protecting and promoting the school transformation. First of all, the paper has understood and defined the basic meaning of the system and school system from many angles, combined with the analysis of the case and the text of the system, from the two dimensions before and after the reform, it has carried on the investigation to the internal system condition of the school since the founding of the people's Republic of China. Furthermore, this paper puts forward the basic point of view: under the background of transformational change, it is necessary to renew and reform the internal system of the school from the standpoint of pedagogy. Based on the background analysis of the above-mentioned institutional renewal, the paper holds that it is necessary to adhere to the position and perspective of pedagogy in understanding the institutional renewal in the transformational reform of schools, and that institutional renewal is the update of institutional text in form. In essence, it is the change of system value orientation and system function view. That is to say, the hypothesis of school system design should be the rational hypothesis containing positive human nature. With the change of the concept of human nature in institution design, the value orientation of school system design is also faced with the change from "the technique of controlling people" to "the way of adult". Under the influence of the new value orientation, a series of changes are bound to take place in the demand for the function of the school system. Accordingly, the interaction between the optimization of the structure and the perfection of the function of the school system in China can reach to a "successful adult". Through the presentation and analysis of several school system reform cases, the paper gives the answers extracted from practice on such issues as "how to transform", "what types have changed" and so on. Among them, there are not only "drastic" attempts to reform the system at the school level, but also efforts to reflect the requirements of transformation from specific systems. Even if the renewal of the same type of system is carried out, the orientation of the "strategy" will be changed. There are also many differences in the choice of tactics and the effect of reform, which reflects the diverse paths and rich patterns of institutional change from different aspects. The article then reconsiders the effect of institutional renewal in the above-mentioned cases and the problems in the process of advancing, and advocates to pay attention to the human factors in institutional renewal, the ability and level of school leaders and managers, and the external support and safeguard forces. Pay attention to the relationship between institutional renewal and internal organization reform of school, the construction of new school culture, and the formation of new operation mechanism of school. In an open and complex era and in such an open and complex system as the school, people can only face the challenge of complexity bravely and push forward the institutional renewal persistently and intelligently. Specifically, first of all, the change awareness and ability of the school leadership and management needs to be consciously enhanced; secondly, the multi-dimensional change forces need to be assembled in the multi-dimensional interaction as a powerful force for renewal, of course, The final realization of the system transformation should be realized to the independent creation of the main body of the school reform in the concrete and comprehensive action of change. Finally, institutional renewal itself is a self-organizing process, and it is expected to form a self-organizing mechanism of school reform through institutional renewal.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G471

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