当下社会转型时期的学校再造研究

【作者】 朱治国；

【导师】 吴康宁；

【作者基本信息】 南京师范大学 ， 教育领导与管理， 2014， 博士

【摘要】 本研究以我国当下社会转型时期基础教育阶段学校发展为背景,以我国经济发达地区(张家港)中小学校存在现状为分析样本,重点探讨中小学校实施学校再造的可行性、目标和基本路径。学校变革是一个永恒的主题,而变革失败却是学校的常态。在反思以往学校变革研究和实践的基础之上,本研究提出了“学校再造”的概念,也就是学校主动对自身进行重新设计和建设,以形成稳定高效的教育系统并保持持续自我更新与进步。在这个概念中,重点赋予其三层涵义：学校再造是学校主动自我重建,以提供更优质的学校教育为自我更新的主要目标；学校再造是学校整体性的重建,包括从学校的观念系统、组织机构到师生生活方式的重构；学校再造使学校系统产生动力,维持学校发展并不断进步。本研究试图通过对大量的学校再造实践的研究,构建学校再造的能力系统模型。在这个能力系统模型中,重点论述了它的五个组成部分：区域领导与评价,这是实现学校再造的前提条件。本研究强调,学校再造必须是在区域教育的大的改革环境中的学校个体行动。系统设计和学校领导者的勇气,是学校再造的两个基点。系统设计强调的是对学校再造的整体规划和顶层设计,而研究者认为,在学校再造过程中,学校领导者的角色至关重要,尤其是领导者的勇气,是学校再造过程中具有决定性的因素。网状组织与协调和持续的教学改进,是学校再造过程中最重要的内容。因为二者都是关于学校再造过程中成员的协作问题,本研究将其融合在一起进行了论述。本研究的意义还在于最终要构建一种“后转型时期”社会的学校再造的目标,研究者认为,在未来阶段,我国各部分地区将陆续进入“后转型时期”社会,学校再造以及再造之后的学校将是这样的社会样态下学校变革的一种选择和学校的发展方向。更多还原

【Abstract】 This study is based on school development of Elementary education stage in the period of social transition, the analysis samples of which are taken from the primary and secondary schools in (Zhangjiagang) an economically developed region in our country. It focuses on the feasibility, development goal and basic path to carrying out the conception of school reengineering of primary and secondary schools.School reform is an eternal theme, yet it is normal to fail in the reform. Based on the reflection of the previous researches and experiments of the school reform, this study have put forward such a conception as "Reengineering the school", that is, the school is active in redesigning and reconstruction of itself to form a steady and efficient education system and maintain a sustainable self-renewal and progress. In this conception, the study focuses on three layers of meaning. Firstly, school reengineering means the school takes the initiative to redesign and reconstruct itself to provide more high-quality school education as the main target of self-renewal. Secondly, school reengineering means reconstructing the school on the whole, realizing the transformation from the school conceptual system, institutional framework to the life style of teachers and students. Thirdly, school reengineering promotes the school system to generate power to maintain the school development and constant progress.This study attempt to build a systematic model in which the school has the capacity of self-reconstruction through plenty of research into experiments on school reengineering. In this systematic capacity model, the researcher mainly deal with its five parts. Regional leadership and evaluation are a prerequisite for the realization of the school reengineering. We emphasize school reconstruction must be an individual practice in the big environment of regional education reform. The system design and the school leader’s courage are two basic points, in which the system design is emphasized on the overall planning and top-level design. However, we think it is very critical for school leaders to play the proper role, especially their courage, which is the decisive factor in school reconstruction. Network organization and coordination and constant improvement of teaching are the most important targets in the process of school reengineering, which we’ll put them together for discussion because they are both about the co-operation of members in school reconstruction.The significance of this study is that we should set a perspective goal for school reengineering in the "post-transition society".The researcher suppose various parts of our country will gradually enter the "post transitional society" in the near future, when school reengineering is a wise choice of school reform and an inevitable tend of school development.更多还原