【摘要】：以新公共服務(wù)觀念、整體政府觀念、網(wǎng)絡(luò)化治理觀念及其他一些觀念為內(nèi)涵的后新公共管理理論之所以能夠興起,最主要的兩個(gè)原因便是新公共管理理論本身存在理論和實(shí)踐方面的缺陷,并且后新公共管理理論在民主價(jià)值觀、公務(wù)員角色轉(zhuǎn)變、組織關(guān)系轉(zhuǎn)變以及組織整合等方面對(duì)新公共管理理論有超越之處。運(yùn)用后新公共管理理論審視我國(guó)的學(xué)校管理發(fā)現(xiàn)我國(guó)的學(xué)校管理存在以下幾個(gè)問(wèn)題:學(xué)校管理人員缺乏服務(wù)意識(shí);學(xué)校管理主體如教師、學(xué)生、家長(zhǎng)和社區(qū)等參與學(xué)校民主管理的程度不高;學(xué)校組織碎片化問(wèn)題嚴(yán)重。根據(jù)后新公共管理理論,上述學(xué)校管理問(wèn)題的形成原因包括以下三個(gè)方面:學(xué)校管理人員的“官本位”思想嚴(yán)重;學(xué)校管理主體民主價(jià)值觀念缺失;學(xué)校傳統(tǒng)的組織結(jié)構(gòu)僵化。運(yùn)用后新公共管理理論解決我國(guó)學(xué)校管理所出現(xiàn)的問(wèn)題,可以從以下幾個(gè)方面入手。首先,實(shí)現(xiàn)從管理者角色向服務(wù)者角色的轉(zhuǎn)變。學(xué)校管理人員要具有做出貢獻(xiàn)的意愿;學(xué)校管理人員要樹(shù)立提供服務(wù)的意識(shí);學(xué)校管理人員要承擔(dān)促進(jìn)民主參與的責(zé)任。其次,我們需要把民主價(jià)值觀念融入到學(xué)校管理中去。具體措施有:擴(kuò)大學(xué)校管理過(guò)程中的民主參與;加強(qiáng)對(duì)學(xué)校管理主體的公民教育;做一個(gè)“有道德”的管理主體。再者,組織之間要加強(qiáng)跨界協(xié)作。實(shí)現(xiàn)組織之間的跨界協(xié)作需要營(yíng)造組織之間的跨界協(xié)作的文化氛圍,并實(shí)現(xiàn)組織與組織之間的求同化異。最后,要對(duì)學(xué)校進(jìn)行整體治理,整體治理主要是要實(shí)現(xiàn)學(xué)校官僚層級(jí)的整合,實(shí)現(xiàn)學(xué)校組織之間功能的協(xié)調(diào),實(shí)現(xiàn)學(xué)校部門(mén)之間的目標(biāo)和信息整合。
[Abstract]:The post-new public management theory, with the new concept of public service, the concept of the whole government, the concept of network governance and some other concepts as the connotation, has been able to rise. The two main reasons are that the new public management theory itself has theoretical and practical defects, and the post-new public management theory has changed the role of civil servants in democratic values. The transformation of organizational relationship and organizational integration transcend the theory of new public management. Applying the post-new public management theory to examine the school management in our country, we find that the school management in our country has the following problems: the school management staff lack the service consciousness, the main body of the school management, such as teachers, students, etc. The participation of parents and communities in school democratic management is not high, and the fragmentation of school organization is serious. According to the post-new public management theory, the reasons for the above problems include the following three aspects: the "official-oriented" thought of school administrators is serious, the democratic values of school management subjects are lacking, and the traditional organizational structure of schools is rigid. Applying the theory of post-new public management to solve the problems of school management in our country, we can start with the following aspects. First of all, the change from the role of manager to the role of service provider. School administrators should be willing to contribute; school administrators should establish a sense of service; school administrators should bear the responsibility of promoting democratic participation. Second, we need to integrate democratic values into school management. The concrete measures are as follows: to expand democratic participation in the process of school management, to strengthen civic education of school management subjects, and to be a "moral" subject. Furthermore, cross-border collaboration should be strengthened among organizations. To realize the cross-border collaboration between organizations, we need to create a cultural atmosphere of cross-border collaboration among organizations, and to achieve assimilation of differences between organizations. Finally, the overall governance of the school, the overall governance is to achieve the integration of school bureaucracy, to achieve the coordination of the functions of school organizations, to achieve the objectives and information integration among school departments.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G47

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本文編號(hào)：2194518