【作者】 史根林；

【导师】 朱永新；

【作者基本信息】 苏州大学 ， 马克思主义哲学， 2007， 博士

【副题名】学校文化视阈内名校的生成与发展

【摘要】 社会整体转型期,缘于对教育的期望之深以及与之相伴的责备甚切,名校也就成为一个颇多争议的话题。对名校问题认识上的分歧乃至激烈的争论,固然在一定程度上意味着课题研究的价值与必要性,但在教育改革日渐向深层推进、教育的公平与均衡已是人们强烈诉求的现今,如何立足现实国情去面对未来社会对当今教育的挑战,怎样尽可能地对名校形成科学而理性的认识以不断扩大并努力满足人民对优质教育资源的需求,则是我们在思考现实教育问题时应有的基点。造成对名校误解的原因是多重的,但在名校内涵的确认以及研究视角的选择等方面存在的可能性缺失,却是首要的前提性因素。现有研究表明,虽然人们对名校问题给予了较为丰富的理论探究和实践探索,但是很少有人从学校文化的角度对名校进行剖析与重构。因此,循着学校文化这一视阈,探悉名校的主要内涵及其基本属性,进而分析“如何发展为名校”、“名校怎样继续成为名校”等便成为本文的中心议题。必须指出的是,本文所论之名校,重在学校办学历史的悠久,研究的主要对象是非政府行为下、通过学校自身长期发展而成的名校。名校之“名”虽主要见之于名校的办学理念、名师、名生和特色等方面,但其生成之“根”却在于名校历史的凝重与底蕴的累积、思维的独特和个性的鲜明、保守和开放的生命张力以及善用古典的心态涵养学校精神。这可以以古今中外名校的历史与现实相佐证。“学校如何发展为名校”,是集理论架构与实践探询为一体的尝试。因是学校教育实践者更为关注的焦点,故成为全文的主体。论述主要是从学校文化的自我诊断、实践主体建设、中介客体建设、交往场建设四个方面展开。其中,学校文化的自我诊断对一线教育工作者而言,尚是一个不太熟悉的话题,但它在学校战略发展中却具有先导性、基础性的地位和作用;校长、教师和学生是学校文化的实践主体,管理文化建设、教师专业化发展及学生人文精神的培育,乃是学校教育品质得以提升的关键;中介客体尤其是此中的制度文化和课程文化建设,既是学校发展的保障,又是当前教育改革的重点和难点;学校文化的交往场建设,则凸显了学校教育的本质和要义。“名校怎样继续成为名校”,只能是一种较为初步的探索,或许因此论题的复杂与宏大,相关的研究还不多见。本文从“生命周期”、“第二曲线”等理论所给予人的教育启示入手,强调了名校自我更新以达持续发展的必要性,通过提升学校文化力、改善学校文化道德领导这两大核心举措,实现名校生命张力的持久。展望21世纪名校的文化使命,其实我们更应关注的问题是:教育理论如何才能更好地贴近学校教育现实进而发挥其引领作用。朱永新教授的新教育思想及其新教育实验,则能给人以诸多的启迪。更多还原

【Abstract】 The integral social transformation results from the great anticipation towards education and its relevant concerns, in which the issue of well-known schools is certainly a heated topic.The different views and even heated disputes on the issue of well-known schools certainly prove, to a certain extent, the value and necessity of the research topic. But as education reform if progressing deeper and fair-and-balanced education is strongly sought for, how to face the reality and meet the challenge of the future society on the current education, and how to possibly form scientific and rational insights into well-known schools, and how to expand and satisfy the increasing demands of the people on quality educational resources are certainly the starting point for us to consider and solve the current educational problems.The reasons for the misunderstandings of being well-known schools are dual-folded, but the possible need to confirm the well-known school connotations and select a research viewpoint is the primary prerequisite. The available research results indicate although enough theoretical studies on and practical explorations into well-known schools have been conducted, few have tried to analyze and restructure them from the perspective of school culture. Thus, it is the central theme of this dissertation to follow the visual threshold of school culture and explore the main connotations and basic features of well-known schools in order to analyze "how to be well-known schools" and "how to continue to be well-known schools".What deserves mentioning is that the well-known schools in this dissertation are those that have long histories and are non-government interfered self-developed ones. Although the reputation of well-known schools is embodied in the schooling concepts, celebrated lecturers, top students and other features, its essence lies in the long historical accumulation, unique thinking style and striking individuality, vitality of openness from conservation, and cultivation of school spirit with classical self-restraint, all of which can be proved by the history and the reality of well-known schools both at home and abroad."How to be well-known schools" is an experiment integrating theoretical structuring and practical exploration. Since it is the focus of school education practice, it is certainly the principal part of the dissertation. The survey is conducted from the four aspects of self-diagnosis, entity construction, medium object construction, and intercourse circumstance construction of school culture, out of which, the self-diagnosis of school culture is still an unfamiliar topic to most educational workers, but it possess pioneering and fundamental position and role in the school development strategy. Headmasters, teachers and students are the key school culture entities in administering culture construction, developing teachers’ specializations, cultivating students’ humanities, and even in improving school education qualities. The medium objects, especially the system and course culture construction, are not only the guarantee of school development, but also the key points and difficulties of the current education reform. The construction of the school culture intercourse circumstance suggests the nature and significance of school education."How to continue to be well-known schools" is only a tentative exploration, partly because the topic is too big and complicated with very few available researches. The dissertation, starting from the inspiration of "life cycle" and "the second curve" theories, attaches importance to the necessity of self-renovation for sustained development. Well-known schools can preserve their vitalities by updating their school culture and improving school cultural morality.Faced with the cultural mission of well-known schools in the 21st century, we are more concerned with the issue: How can education theories be made close to school education reality so as to display their leadership roles. In this aspect, Prof. Zhu Yongxin’s new education ideas and his new education experiments provide lots of inspirations.更多还原