学校变革主体动力研究
发布时间：2018-08-29 14:46
【摘要】： 在一个动态、变化、充满挑战和机遇的社会里,变革已成为学校的一种生存常态。学校变革是指学校作为一种独立的社会组织形态,在多种因素的交互作用下,其组织成员及学校组织本身所发生的、复杂动态的变化过程及结果。当前的学校变革理论研究还处于探索和构建阶段,尚缺乏学校变革主体动力的系统研究,同时,学校变革实践也在某种程度上陷入主体动力不足或动力缺乏的困境,因此,学校变革主体动力研究就成为亟需。我们采用文献分析法和案例分析法,对学校变革主体动力进行了系统的研究。 学校变革动力是指引起或推动学校变革的某种力量或力量的集合。学校变革主体动力是由多元主体动力构成的复杂动力系统,包括校长、教师、学生和政府等多维主体动力,多维主体动力间存在着复杂、立体、动态的交互作用。在分析每一主体动力类型时,我们基本遵循如下的分析脉络：每一主体类型成为学校变革动力的学理分析、现状分析、条件分析、风格类型分析、限度分析以及变革利益分析。总体来看,每一主体动力类型都具有成为学校变革动力的逻辑可能性和必要性,但学校变革实践中这些主体动力的现状却与理论分析存在较大差距；每一主体动力类型成为学校变革动力的条件并不尽相同,但变革意愿和变革能力却是每一种主体动力类型成为学校变革动力的基本条件；不同类型的主体动力在学校变革实践中表现出不同的风格类型；并且,不同类型的主体动力在学校变革实践中的利益需求并不尽相同。我们认为,对于学校变革的主体来说,利益是决定每一主体成为学校变革动力的最根本的因素,不同主体之间的利益冲突成为钳制学校变革过程及绩效的“紧箍咒”,学校变革的发生与否及动力维持是不同主体之间利益博弈的结果,实现利益共享是维持每一主体最大动力的最佳平衡点。 在对主体动力分析的基础上,我们提出了学校变革主体动力的激发和维持策略。首先,学校变革权“委托-代理”关系的再设计,是主体动力激发的制度保障；其次,进行利益补偿,实现学校变革参与主体各方利益的“帕累托均衡”,是主体动力激发的关键。除上述两点之外,对于不同的主体动力来说,我们聚焦的激发策略略有不同,我们分别聚焦于校长的愿景形成和能力发展、教师学习、“以学生利益为中心”的变革政策再设计和学生变革能力发展、以及政府的“权力让渡”与“内动力激发”。
[Abstract]:In a dynamic, changing, challenging and opportunistic society, change has become the norm of school existence. School reform refers to the complex dynamic change process and results of the school as an independent social organization, under the interaction of various factors, the members of the organization and the school organization itself. The current theoretical study of school change is still in the stage of exploration and construction, and it lacks the systematic study of the main motive force of school reform. At the same time, the practice of school reform is in the dilemma of insufficient or lacking of main body power to some extent. The research on the main motive force of school reform is in urgent need. We use the method of literature analysis and case analysis to study the main motive force of school reform. The motive force of school change refers to the combination of some forces or forces that cause or promote school change. The main motive force of school reform is a complex dynamic system composed of multiple main forces, including principal, teacher, student and government. There is complex, three-dimensional and dynamic interaction among multi-dimensional main forces. In the analysis of each subject dynamic type, we basically follow the following analysis context: each subject type becomes the academic analysis, the present situation analysis, the condition analysis, the style type analysis, the limit analysis and the reform benefit analysis. In general, each subject has the logical possibility and necessity to be the driving force of school reform, but in the practice of school reform, there is a big gap between the status quo of these main forces and the theoretical analysis. The conditions for each subject to become the power of school change are not the same, but the willingness to change and the ability to change are the basic conditions for each type of main force to become the motive force of school change. Different types of main motivation show different styles in the practice of school reform, and different types of main motivation have different interests in the practice of school reform. In our opinion, for the main body of school change, interest is the most fundamental factor that determines each subject to become the motive force of school change, and the conflict of interest among different subjects becomes the "incantation" to restrain the process and performance of school change. Whether the school changes or not and how to maintain the motive force is the result of the benefit game between different subjects, and the best balance point to maintain the greatest power of each subject is to realize the benefit sharing. On the basis of the analysis of the main body power, we put forward the strategies to stimulate and maintain the school reform subject motive force. First, the re-design of the principal-agent relationship of the right of school reform is the institutional guarantee of the motivation of the subject; secondly, the interest compensation is carried out to realize the "Pareto equilibrium" of the interests of all the parties involved in the school reform. It is the key to stimulate the main force. In addition to the above two points, we focus on different motivational strategies for different subjects. We focus on the principal's vision formation and ability development, teacher learning, respectively. The redesign of the reform policy centered on the interests of students and the development of the ability of the students to change, as well as the transfer of power and the stimulation of the internal power of the government.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40
本文编号：2211532
[Abstract]:In a dynamic, changing, challenging and opportunistic society, change has become the norm of school existence. School reform refers to the complex dynamic change process and results of the school as an independent social organization, under the interaction of various factors, the members of the organization and the school organization itself. The current theoretical study of school change is still in the stage of exploration and construction, and it lacks the systematic study of the main motive force of school reform. At the same time, the practice of school reform is in the dilemma of insufficient or lacking of main body power to some extent. The research on the main motive force of school reform is in urgent need. We use the method of literature analysis and case analysis to study the main motive force of school reform. The motive force of school change refers to the combination of some forces or forces that cause or promote school change. The main motive force of school reform is a complex dynamic system composed of multiple main forces, including principal, teacher, student and government. There is complex, three-dimensional and dynamic interaction among multi-dimensional main forces. In the analysis of each subject dynamic type, we basically follow the following analysis context: each subject type becomes the academic analysis, the present situation analysis, the condition analysis, the style type analysis, the limit analysis and the reform benefit analysis. In general, each subject has the logical possibility and necessity to be the driving force of school reform, but in the practice of school reform, there is a big gap between the status quo of these main forces and the theoretical analysis. The conditions for each subject to become the power of school change are not the same, but the willingness to change and the ability to change are the basic conditions for each type of main force to become the motive force of school change. Different types of main motivation show different styles in the practice of school reform, and different types of main motivation have different interests in the practice of school reform. In our opinion, for the main body of school change, interest is the most fundamental factor that determines each subject to become the motive force of school change, and the conflict of interest among different subjects becomes the "incantation" to restrain the process and performance of school change. Whether the school changes or not and how to maintain the motive force is the result of the benefit game between different subjects, and the best balance point to maintain the greatest power of each subject is to realize the benefit sharing. On the basis of the analysis of the main body power, we put forward the strategies to stimulate and maintain the school reform subject motive force. First, the re-design of the principal-agent relationship of the right of school reform is the institutional guarantee of the motivation of the subject; secondly, the interest compensation is carried out to realize the "Pareto equilibrium" of the interests of all the parties involved in the school reform. It is the key to stimulate the main force. In addition to the above two points, we focus on different motivational strategies for different subjects. We focus on the principal's vision formation and ability development, teacher learning, respectively. The redesign of the reform policy centered on the interests of students and the development of the ability of the students to change, as well as the transfer of power and the stimulation of the internal power of the government.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40
【引证文献】
相关期刊论文 前1条
1 郑兴祥;;县级普通公务员政府创新的动力研究[J];理论界;2012年02期
相关博士学位论文 前3条
1 李志英;高校教师工作满意度研究[D];华东师范大学;2011年
2 黄容霞;全球化时代的大学变革（1980-2010年）[D];华中科技大学;2012年
3 韩登亮;基础教育学校变革机制研究[D];陕西师范大学;2012年
相关硕士学位论文 前2条
1 支慧;新制度主义视野下学校委托管理的实施[D];上海师范大学;2012年
2 吴倩;薄弱学校转型中的教师文化现状个案研究[D];江西师范大学;2012年
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