【作者】 付全新；

【导师】 王坤庆；

【作者基本信息】 华中师范大学 ， 教育学原理， 2014， 博士

【摘要】 一般认为,文化是“人类在社会实践过程中所获得的物质的、精神的生产能力和创造的物质财富和精神财富的总和。”①以此,则许多实在的自然之物,不应属于文化的范畴,但是,如果人们赋予它一定的意义,如传说等,便成为文化或有了文化内涵。因此,笔者以为,“文化”的本质是“意义”,故提出：“所谓文化是指在一定的社会背景下,人类将自身的实践(或存在)和认识(或思维)赋予一定意义的集合及其进行传递的全过程。”文化具有引导、规范、约束、激励人的功能,因此,文化具有实然的管理功能。正因为文化与管理的这种固有的内在逻辑联系,使得“文化管理”作为一个管理学概念、方法或模式,成为可能和事实。管理最重要的目的在于协调和统一组织成员的思想和行动,而立足于依靠意义的诠释、传递而协调组织成员为共同的组织目标而思维、行为和努力的过程就是文化管理。上述过程发生在学校,作用于学校中全体师生的活动或过程就被称之为学校文化管理。因为人类一切思维和实践活动,都是循着一定的意义而展开的,可以认为“人”是追求意义及活在意义之中的动物,即便是人们常说的无意识活动也一样,所以,学校管理活动中,就是要将师生有意识的活动的意义进行强化,将无意识的活动的意义进行明晰,就可以促使学校的全体师生,向着一个方向思想、行动和努力,这种使全体师生思维与行动的协调就是实现了相应的学校管理。正因为如此,遵循人类追寻意义而思维和行为的本性而进行管理,这就是文化管理的本质,因此,文化管理是最切合人类自身需要的管理,故而是最有效的管理。这也是笔者认为在现代学校中,文化管理超越或取代传统的经验管理、科学管理及现存于学校中和现代企业中许多管理方式最为根本的原因。在学校中生活的师生,因为追问意义,所以,每个师生就会对自己的“身份认同”或不认同；因为对于学校发展的意义的集体认同,就形成了学校师生的“共同愿景”；因为具有共同愿景并具有实现共同愿景的强烈愿望,所以,师生会主动“契合组织”；长期在特定的学校工作、学习、生活而被其文化熏染,师生自己的文化品相就被定格下来,以至于很难改变,即实现“品相定格”。这就是学校实施文化管理的四个层次。一所学校如果具有健康的文化,其学校强大的发展动力就是师生被定格的文化品相所铸成的,这样的学校就会因为每个师生又特别是教师的努力,而变得生机勃勃。如果学校中师生出现流动,他们被定格的文化品相也可以去感染新的学校或组织中的人,即去同化别人；也有可能慢慢被新的环境或团队所驯化,即被别的文化所同化,这就是文化的冲突或者是传递。上述过程是必然地发生在每一所学校或是每一个组织,如果学校管理者对学校文化发展的方向进行有意识地经营和把握,相应地学校发展就会更快与更好,即文化管理的效果就会更好。学校为了有效实施文化管理,需努力做好以下几个方面的工作。构建好学校文化的基础性框架,这其中最重要的就是学校精神的凝练、文化内核的发掘、办学理念的明晰、课程文化的建设、优良学风的营造、基本制度的订立等。文化管理是指引和带领不是强制,因此,只有通过激励让学校师生符合学校文化内核的文化被强化,并实现全体师生意义自觉以至品相定格,所以,学校实施文化管理需要管理者充分认识激励在文化管理中的重要价值和作用、确定激励的基本原则、找到激励的基本策略,以建立有效地激励机制。队伍建设是学校实施文化管理最重要的内容,也是学校实施文化管理的最重要的基础,也可以说,学校队伍建设既是学校文化管理的“手段”也是“目的”。队伍建设需要涂抹好队伍的文化底色、抓好师德建设、帮助教师实现专业发展、抓好干部队伍、提升校长自身素养等方面协同进行。更多还原

【Abstract】 It is generally believed that culture is "the sum of material and spiritual production capacities obtained by human beings in the course of social practice and the material and spiritual wealth created". Thus, many natural substances that already exist should not be attributed to the category of culture. However, if people bestow certain significance upon such a kind of natural substance, such as a legend, it becomes culture or contains the cultural connotation. Therefore, the writer thinks that the essence of "culture" is "significance". Thus, he puts forward the idea that "the so-called culture is the combination of human beings’ bestowing certain significance upon their own practice (or existence) and awareness (or thinking) and the whole process of its transmission in a certain social context.Culture can guide, regulate, constrain and motivate people. So it has a real management function. It is just because of this inherent and internal logical link between culture and management that "cultural management" possibly becomes and is known as a management concept, or a method, or a model.The major purpose of management is to coordinate and unify the ideas and actions of the organization’s members. The process of coordinating the organization’s members to think, to act and strive for the common goals of the organization, based on the interpretation and transmission of significance, is called the cultural management. When the process occurs in schools and works on the activities of all the students and faculties, it is called the school cultural management. As all the thinking and practical activities of human beings are carried out according to certain significance, it is justifiable to hold that human beings are creatures going after significance and living in significance. It is also true for what people usually regard as unconscious activities. As a result, in the activities of school management, the significance of meaningful activities among students and faculties needs to be strengthened and the significance of unconscious activities needs to be clarified. In this way, all of students and faculties of the school will be urged to think, to act and strive in one direction. This kind of coordination of students and faculties’ thoughts and actions can be seen as the realization of corresponding school management. Because of this, the essence of cultural management is to manage according to human beings’ nature of thinking and acting for the pursuit of significance. Cultural management is the most proper management for people’s needs, thus, the most effective. This is also the root cause why the writer thinks cultural management excels or should replace the traditional experience management and scientific management and other various management styles in modern enterprises. Because of the pursuit of significance, each student and teacher living in the school will have an agreement on his or her own "Identity" or disagreement.The collective identity of the significance of the school’s development forms the "Shared Vision" of the students and teachers; with a shared vision and a strong desire to achieve it, students and teachers will take the initiative in "Fitting the Organization"; working, learning and living in a particular school for a long period, students and teachers will be gradually influenced by its culture. Thus, the cultural qualities of the students and teachers are fixed that no changes are easy to make. This is the realization of "Fixing the Cultural Qualities". These are the four levels of the implementation of school cultural management. If a school has a fine culture, the powerful driving force of its development will thereby be forged by the fixed cultural qualities of teachers and students. Thanks to every student and teacher, especially to the efforts of the teachers, a school like this will thrive and become vibrant. And with the mobility of students and teachers of a school, their fixed cultural qualities will in turn exert influence on people of a new school or organization, that is, to assimilate others. Or probably it will be changed by the new environment gradually, that is, to be assimilated by another culture. This is called the cultural conflict or the transmission of culture. Without a doubt, the above processes are bound to happen in every school or every organization. If school administrators can manage and grasp the trend of the school’s cultural development with consciousness, the school will develop faster and better accordingly, thus, the effects of cultural management will be better.For the sake of effective implementation of the cultural management, schools need to make sure the following tasks are fulfilled. They need to construct the basic framework of the school culture, among which the most important are the condensation of school spirits, the discovery of the cultural kernel, the clarity of education philosophy, the construction of course culture, the creation of excellent discipline of study, the building of basic management systems and so on. Cultural management is to direct and to lead, it is not mandatory. Therefore, only by stimulating can the culture of make teachers and students embody the cultural kernel of the school be strengthened, and the significance awareness of students and faculties be realized, and the cultural qualities be fixed. Consequently, the implementation of cultural management needs the administrators to be fully aware of the important values and functions of stimulation, to establish the basic principles of stimulation, to find the basic strategies for stimulation so that effective incentive mechanisms can be achieved. Team construction is the most crucial content as well as the most important foundation of the implementation of school cultural management. It can be agreed that the team construction of a school serves as both the "means" and "ends" of the school cultural management. Team construction needs to work on the following tasks simultaneously:to lay a solid foundation of the team’s cultural background, to concentrate on the construction of teachers’ professional ethics, to help teachers with professional development, to pay due attention to cadres, to promote the President’s own qualities and the like.更多还原