中小学校长在学校制度文化建设中的角色定位

发布时间：2019-02-11 15:22

【摘要】：学校制度文化是连接学校物质文化和学校精神文化的纽带。相对于物质文化建设的巨大投入和精神文化建设的成效缓慢滞后,很多学校选择了学校制度文化建设作为突破口。作为学校的核心和灵魂,中小学校长对学校的制度文化建设有着极其重要的作用,学校的制度文化建设的成败和质量的高低与校长的角色定位有着直接的关系。当前学校制度文化建设中存在着很多问题:内涵理解上的偏失,价值取向理解的片面,建设中民主要求的缺失,交互机制的缺乏,建设成效评价标准的单一等,这些问题的存在主要和校长角色定位不当有关。中小学校长在学校制度文化建设中应成为设计者、引导者、践行者、经营者、服务者。但现实生活中,由于历史的原因,我国中小学校长的角色定位往往有很强的行政性,很多校长往往把自己定位为教育行政管理人员,是国家“干部”。这种角色定位往往使他们在学校制度文化建设中太过于专断独行,往往把自己置身于学校制度文化设计的独裁者,学校制度文化建设的监督者,学校制度文化建设成效的评判者,学校制度文化建设成果的独享者等角色。这种做法使广大师生在学校制度文化建设中积极性受挫,主动性没有被激发,他们要么置身事外,要么消极应对,学校制度文化建设成了校长的独角戏,其应有的效果大大降低。通过文献分析和电话访谈的方式,发现中小学校长在学校制度文化建设中角色定位不当和校长的行政化职务的认定、大多数学校缺乏有效的校长监督机制、没有完善的校长评价机制和校长对学校制度文化建设的理解偏差有关。最后,针对存在的问题提出了加速校长职业化转变,构建校长监督机制,科学理解学校制度文化,完善校长评价体系的建议。本文主要有四部分内容第一部分导论。主要包括问题的提出、研究意义、国内外相关研究文献综述、研究方法。第二部分学校制度文化建设和中小学校长角色分析。主要进行了相关概念界定,学校制度文化建设的作用,当前学校制度文化建设中存在的问题。在此基础上对中小学校长角色和学校制度文化建设的关系进行了分析,中小学校长在学校制度文化建设中应成为设计者、引导者、践行者、经营者和服务者。第三部分中小学校长在学校制度文化建设中角色定位不当的表现及原因分析。结合个案调查,对当前中小学校长在学校制度文化建设的中的不当角色定位进行了分析,并试图揭示原因。第四部分中小学校长不当角色定位建议。针对中小学校长在学校制度文化建设中的不当角色定位提出加速校长职业化转变,构建校长监督机制,科学理解学校制度文化,完善校长评价体系等建议。
[Abstract]:The school system culture is the link between the school material culture and the school spirit culture. Compared with the huge input of material culture construction and the slow effect of spiritual culture construction, many schools choose the cultural construction of school system as the breakthrough point. As the core and soul of the school, the principal of the primary and middle school plays an extremely important role in the construction of the school's institutional culture. The success or failure and the quality of the school's institutional culture construction are directly related to the orientation of the principal's role. There are many problems in the construction of school system culture: the partial understanding of connotation, the one-sided understanding of value orientation, the lack of democratic requirements in the construction, the lack of interactive mechanism, the single standard of evaluation of construction effectiveness, etc. The existence of these problems is mainly related to the improper orientation of the principal's role. Primary and secondary school principals should become designers, guides, practitioners, managers and service providers in the construction of school system culture. However, in real life, due to historical reasons, the role of principals in primary and secondary schools in our country is often very administrative. Many principals tend to position themselves as educational administrators and national "cadres". This role orientation often makes them too arbitrary in the construction of school system culture, often put themselves in the school system culture design dictators, school system cultural construction supervisor, The role of the judge of the effect of the construction of the school system culture, the exclusive owner of the achievements of the construction of the school system culture, etc. This practice has frustrated the enthusiasm of teachers and students in the cultural construction of the school system, and the initiative has not been stimulated. They have either stayed out of the matter or responded passively, and the construction of the school system culture has become a monologue of the principal. Its due effect is greatly reduced. Through literature analysis and telephone interviews, it is found that the principal of primary and middle schools has improper role orientation in the construction of school system culture and the recognition of the principal's administrative position, and most schools lack effective supervision mechanism of principal. The lack of perfect evaluation mechanism of principals is related to their understanding of the construction of school system culture. Finally, in view of the existing problems, the author puts forward some suggestions to accelerate the professional transformation of principals, to construct the supervision mechanism of principals, to understand the school system culture scientifically, and to perfect the evaluation system of principals. There are four parts in this paper: the first part is the introduction. Mainly includes the question raising, the research significance, the domestic and foreign related research literature summary, the research method. The second part analyzes the cultural construction of school system and the role of primary and middle school principals. This paper mainly defines the relevant concepts, the function of the construction of school system culture, and the problems existing in the construction of school system culture. On this basis, the relationship between the role of the principal and the construction of the school system culture is analyzed. The principal of the primary and middle school should become the designer, the guide, the practitioner, the operator and the server in the construction of the school system culture. The third part analyzes the improper role orientation of primary and middle school principals in the construction of school system culture. Combined with case investigation, this paper analyzes the improper role orientation of school principals in the construction of school system culture, and tries to reveal the reasons. The fourth part of the primary and secondary school principals improper role positioning recommendations. In view of the improper role orientation of primary and secondary school principals in the construction of school system culture, some suggestions are put forward, such as speeding up the transformation of principals' professionalism, constructing the principals' supervision mechanism, scientifically understanding the school system culture, and perfecting the principals' evaluation system.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G637.1

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