九年一贯制学校组织效能问题研究

发布时间：2018-01-11 07:17

本文关键词：九年一贯制学校组织效能问题研究　出处：《辽宁师范大学》2016年博士论文　论文类型：学位论文

【摘要】：九年一贯制学校是义务教育阶段学制创新的产物,是目前国家着眼学生身心发展规律和教育自身规律,倡导的能够更好落实素质教育要求的新学制。但近年来集中兴建起来的九年一贯制学校中,有些并没有充分发挥出应有的学制优势,办学效益不令人满意,亟待改善。通过系统的理论及实践研究构建一套适切九年一贯制学校本质特征的学校组织效能理论及评估体系,既是九年一贯制学校内涵式发展的当务之急,也是当下进一步深化义务教育改革的切实之需。本研究首先通过"六三"学制与"九年一贯"学制的对比研究,提炼出九年一贯制学校具有"一贯"、"统整"、"发展"的核心特点,并从组织特征的角度,分析了九年一贯制学校组织应具有长远、一贯与统整的培养目标,一贯与统整的组织结构及管理,一贯与统整的组织文化,一贯与统整的课程和教学科研体系,一贯与统整的人力资源系统等五大组织特性。其次,在系统梳理现有学校组织效能理论研究成果的基础上,本研究构建了九年一贯制学校组织效能"特质"理论;并借鉴以往学校组织效能研究的核心要素及架构,构建了一套凸现九年一贯制学校本质特性的学校组织效能评估体系。本研究认为,九年一贯制学校的组织效能主要体现在成效要素和过程要素两个层面,其成效要素指向学校培养目标的达成度;过程要素则包含一体化的学校组织管理、关注长效的人力资源开发体系以及一贯统整的教学研体系三个方面,具体涉及多重矩阵式组织结构、协同高效的运行机制、高度认同的组织文化、整合的课程体系、一贯的教风学风、联贯纵横的教研机制、一以贯之的综合素质评价体系、教师的全程式培训机制和九年一贯的学生自主管理体系九个维度。为提升这一理论架构的可操作性,本研究进一步通过访谈、问卷调查等实证研究方法,优化并最终形成了包含"高度统一的学校组织目标体系、高度认同的学校组织文化、一体化的组织结构与运行机制和一贯统整的学校组织活动"等四个维度、三十七个项目的九年一贯制学校组织效能评估指标体系。最后,本研究以辽宁省***学校为个案,运用九年一贯制学校组织效能"特质"理论及评估指标体系,对该校组织效能改革的得失及学校组织效能现状加以分析,对该校进一步推进组织效能改革提出了六条具体建议。本研究有助于揭示九年一贯制学校组织的内在运行机制,为破解九年一贯制学校发展的"瓶颈"问题提供了全新的思路,同时也为教育行政部门进一步构建适切九年一贯制学校的质量评估体系提供必要的参考。
[Abstract]:The nine-year school system is the product of the innovation of the compulsory education stage, and is the law of students' physical and mental development and the law of education itself. The new school system which can better carry out the requirement of quality education is advocated. However, some of the nine-year schools that have been built in recent years have not brought into full play the advantages of school system, and the efficiency of running a school is not satisfactory. Through systematic theoretical and practical research, it is urgent to construct a set of school organizational effectiveness theory and evaluation system, which is suitable for the essential characteristics of a nine-year school, which is an urgent task for the development of the connotation of the nine-year school system. It is also the practical need to deepen the reform of compulsory education. Firstly, through the comparative study of "six three" school system and "nine years consistent" school system, this study abstracts that the nine-year consistent school has "consistent". From the perspective of organizational characteristics, this paper analyzes the long-term, consistent and integrated training objectives, organizational structure and management of the nine-year consistent school organization. The five organizational characteristics of organizational culture, curriculum and teaching and research system, human resource system and so on. On the basis of systematically combing the existing research results of school organizational effectiveness theory, this study constructs a nine-year school organizational effectiveness "trait" theory. And draw lessons from the core elements and structure of the previous research on school organizational effectiveness, build a school organizational effectiveness evaluation system which highlights the essential characteristics of nine-year school. The organizational effectiveness of a nine-year continuous school is mainly reflected in two levels: the effect factor and the process factor, and the effect factor points to the degree of achievement of the school training goal. The process elements include the integrated school organization and management, the long-term human resource development system and the consistent integrated teaching and research system, specifically involving the multi-matrix organizational structure. Cooperative and efficient operation mechanism, highly recognized organizational culture, integrated curriculum system, consistent style of teaching and learning, consistent vertical and horizontal mechanism of teaching and research, consistent comprehensive quality evaluation system. In order to improve the maneuverability of this theoretical framework, this study further through interviews, questionnaires and other empirical research methods. It includes four dimensions: a highly unified school organizational goal system, a highly recognized school organizational culture, an integrated organizational structure and operational mechanism and a consistent and integrated school organizational activity. The evaluation index system of the organizational effectiveness of the Nine-year continuous School in 37 projects. Finally, this study takes the school in Liaoning Province as a case study. Based on the theory of "special characteristics" and the evaluation index system of the nine-year school organizational effectiveness, the paper analyzes the gains and losses of the reform of the school's organizational effectiveness and the present situation of the school's organizational effectiveness. Six specific suggestions are put forward to further promote the organizational effectiveness reform of the school. This study is helpful to reveal the internal operating mechanism of the nine-year continuous school organization. It provides a new way of thinking to solve the "bottleneck" problem in the development of nine-year schools, and also provides a necessary reference for the administrative departments of education to further construct the quality evaluation system of nine-year schools.
【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G637

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