校本管理中的学校权责研究

【作者】 陈亚莉；

【导师】 葛大汇；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2004， 硕士

【摘要】 校本管理作为学校提高自我管理水平的一种系统管理模式，在发达国家已经运行了20多年，并且取得了积极的成效。在我国的教育改革中，近年来很多地区也进行了校本管理的实践和探索。本研究以上海为例，对校本管理的运行情况及其权责匹配问题进行了分析、研究，旨在总结经验、推进教育管理的改革。 本文的引言和第一章，从校本管理的理论内涵和上海的实践的特点开始，区别了中西方校本管理的差异，以作为本研究的“先行研究”。 第二章，通过现状与访谈调查，发现：上海中小校学校，在理论上有自主管理的可能性和支配权力的空间，有一定的校本管理运行的条件。但是，政府与学校事实上持有的“权力和责任匹配不当”，学校的办学自主权有待进一步加强和得到切实的保障；在学校内部，教师一方面希望学校权力加强，另一方面又要求在校长行使权力过程中进行民主监督；在学校校本管理实务的责权方面也须进一步厘清。因此，后面的章节大致是围绕这一章的调查而展开分析，提出对策的。这是本文的实证性基础。 第三章，指出了上海中小学所欲实现校本管理、权责匹配的最大障碍是“传统的集权主义的习惯性”(简称传统集权惯性)，并以现代诸如“公共选择”、“后科层制”等理论揭示了学校自主权不充分的弱点，以及由此带来的经营理念缺失、无权亦无责任处置公平与效率的矛盾等等问题。 第四章，分析了上海中小学实现校本管理“权责匹配”的条件，本文的意念是校本管理是一个历史发展的、逐渐兑现的过程，即它的实现是有各种条件要求的。第一个条件是从校长负责、校本课程走向校本管理的“时机”；第二个条件是校长和教师的“权力与责任要相当”；第三个条件是“家长与社区的民主参与”；第四是“财力”，办学经费是校本管理权责匹配的有力保障。 第五章，陈述了国内外一些成功校本管理模式及从中得到的启发，实际上，上海的校本管理往往更多的是“开发校本课程的”例子，还不足以表现校本管理的内涵。同时，本文对“均权式”的校本管理模式进行了构想。这一章是比较研究的思路。 第六章，具体阐述了在四项主要的“管理实务”中校本权责的运用，我的心愿是用实际操作来进一步表达本文的“对策”意图。即：“开发校本课程”以突出学生为本的课程理念；采用“校本培训”以使教师的专业发展从外控走向内控；习口口甲年友硕士学位份久核寿管理中的学核杠责研究—、上海喃中小李‘侧实行“校本财政制度”以整合教育资源;争取一定的“校本人事权”以优化学校人大资源。 全文通过文献、比较、个案与实证研究，将理论与实际结合，试图从“是什么一为什么一怎么做”的探讨中，使校本权责问题明晰于课程、培训、财政、人事等学校管理实务中，以期对现行学校管理效能的最大发挥有所启发和帮助。第4页更多还原

【Abstract】 As a systematic management mode, the School-based Management has been adopted in developed countries for the improvement of the self-management level of schools for over twenty years, with results obtained. It is also put into application in many regions of China in the Educational Reform. With Shanghai as a reform case, the conduction of this mode and the distribution of power and responsibility involved are analyzed and studied in this paper, with a view to summing up the experience and promoting the reform of educational management.In the first chapter, the author draws a line between School-based Management mode in China and in Western countries and puts them in comparison, starting from the connotation of this mode and the features of its application in Shanghai.In the second chapter, the investigation into the Shanghai’s primary and secondary schools by sending out questionnaires and interviewing with the principals and teachers shows that there is theoretic possibility of the independent management and the space for power conduction, which allows room for the conduction of school-based management. However, the power and responsibility held by school and government are ill matched, and the autonomy on the part of the school should be strengthened and further guaranteed; the teachers of school hope for the reinforcement of the school power on the one hand and the democratic supervision of the exercise of headmaster power on the other hand; the power and responsibility in the practice of School-based Management mode also needs further clarification. Hence, the following chapters revolve around the inquisitions of this chapter and put forward countermeasures. This chapter thus is the substantial evidence of this paper.In the third chapter, the author points out that the largest obstacle is the inertia of traditional centralization to the School-based Management and the match of power and responsibility. Furthermore, in the framework of some modern theories, such as Public Choice, Mode of Post bureaucracy, the issue of the scant autonomy of school is exposed, as well as some other problems, asthe lack of management ideas, the absence of power and responsibility in balancing equity and efficiency, etc.The fourth chapter analyses the conditions of the realization of the matching of power and responsibility, with the idea that the School-based Management is a historical and evolving process, that is, its realization involves multiple conditions. The first is the opportunity for the change from principal responsible, school-based course to School-based Management; the second is the matching of power and responsibility of headmaster and teachers; the third is the democratic participation on the part of the principal and the teachers; the fourth is the financial power, adequate fund for running a school, which is a strong safeguard for the proper distribution of power and responsibility.The fifth chapter describes some successful models of School-based Management and the enlightenment we can gain from it. In fact, most of the examples in Shanghai are about school-based curriculum development, thus not adequate to illustrate the ideas of the School-based Management. Besides, the author also attempts some conception of decentralized management mode. A track of comparative thinking this chapter follows.The sixth chapter expounds the application of the four main management affaires in the power and responsibility of School-based Management, with a view to further illustrating the intention of "countermeasures" in this paper. Namely, first, school-based curriculum development gives prominence to the students-orientated course principle. Secondly, school-based training leads teachers’ profession development from external control to internal control. Thirdly, practice of the school-based financial system integrates the educational resources. Lastly, win over some school-based personnel power to optimize the personnel resources.This paper, through manifold investigation methods, such as literature research, compa更多还原