【摘要】：隨著學(xué)界對(duì)學(xué)業(yè)負(fù)擔(dān)和學(xué)習(xí)評(píng)價(jià)的探討日益深入,將學(xué)校作業(yè)視為既成事實(shí)的思路已不能適應(yīng)研究的需要。“作業(yè)為何如此”這一更先決的問(wèn)題亟待解決,而對(duì)此發(fā)揮決定作用的便是學(xué)校作業(yè)政策。本研究圍繞學(xué)校作業(yè)政策的形成過(guò)程,借助制度分析理論,具體探究如下兩個(gè)問(wèn)題:新制度主義如何分析制度的形成過(guò)程?在新制度主義關(guān)照下,學(xué)校的作業(yè)政策是如何形成的?針對(duì)上述問(wèn)題,本研究通過(guò)文獻(xiàn)梳理,構(gòu)建了關(guān)于學(xué)校作業(yè)政策形成的分析框架。在理論框架的支撐下,對(duì)來(lái)自教育主管部門及學(xué)校自身的18份作業(yè)政策文本進(jìn)行分析,對(duì)學(xué)校作業(yè)政策相關(guān)的14位學(xué)校管理者和普通教師進(jìn)行訪談。得出以下結(jié)論:學(xué)校作業(yè)政策的形成分為建立和制度化兩個(gè)階段。在第一階段,首先,學(xué)校為解決作業(yè)中遇到的實(shí)際問(wèn)題,通過(guò)集體商議和試誤的方式,建立了原初的作業(yè)政策。該政策包括兩類,一是規(guī)范性作業(yè)政策,即具體學(xué)科中處理作業(yè)的操作規(guī)范,二是文化—認(rèn)知性作業(yè)政策,即作業(yè)觀念。然后,教育主管部門從外部供給了作業(yè)政策,其中規(guī)制性政策和絕大部分規(guī)范性政策具有教育督查等強(qiáng)制力的保障,因此被學(xué)校較好執(zhí)行,即整合與細(xì)化。而缺少監(jiān)督與保障的文化—認(rèn)知性政策和部分規(guī)范性政策由于未得到有效傳遞,故被舍棄。最后,基于上述兩種途徑建立的作業(yè)政策進(jìn)行結(jié)合。結(jié)合的過(guò)程中以更具強(qiáng)制力的外部供給政策為準(zhǔn),而由于內(nèi)容不與之直接沖突,學(xué)校中的部分作業(yè)觀念及操作規(guī)范得以繼續(xù)留存。至此,學(xué)校形成了以供給性政策為主、需求性規(guī)則為輔的新一套作業(yè)政策。在第二階段,學(xué)校層面不同性質(zhì)的作業(yè)政策分別進(jìn)行制度化。其一,規(guī)制性作業(yè)政策以學(xué)校正式文件、全校性會(huì)議等形式傳遞,使教師確定了避免懲罰的權(quán)宜性考慮,從而消除了諸如作業(yè)量過(guò)多、周三布置作業(yè)等行為;其二,規(guī)范性作業(yè)政策以教研組、年級(jí)組會(huì)議等形式傳遞,使教師清楚了“能熟練布置、批改、反饋?zhàn)鳂I(yè)”和“集體備課并完善校本作業(yè)”這兩套行為代表了Z小學(xué)教師在作業(yè)方面的應(yīng)然身份。于是教師們迅速習(xí)得作業(yè)操作規(guī)范,日益認(rèn)可集體備課并投身其中。其三,文化—認(rèn)知性作業(yè)政策以同事日常聊天、師徒結(jié)對(duì)中的交流等形式傳遞,使教師得以觀察、模仿并內(nèi)化學(xué)校中彌漫的作業(yè)觀念,從而在此基礎(chǔ)上思考與作業(yè)相關(guān)的事宜�；谝陨辖Y(jié)論,本研究提出了“注意供給作業(yè)政策的均衡性和一致性”以及“充分認(rèn)識(shí)學(xué)校基于需求的治理能力”兩點(diǎn)討論。
[Abstract]:With the deepening of academic research on academic burden and learning evaluation, the idea of taking school homework as a fait accompli can no longer meet the needs of research. The more urgent question of why homework is so is decided by school homework policy. This study revolves around the formation process of school homework policy, with the help of institutional analysis theory, specifically explores the following two questions: how to analyze the formation process of new institutionalism? Under the care of the new institutionalism, how did the school work policy form? In order to solve the above problems, this study constructs an analytical framework for the formation of school homework policy by combing the literature. Under the support of the theoretical framework, this paper analyzes 18 work policy texts from educational authorities and schools themselves, and interviews 14 school administrators and ordinary teachers related to school operation policy. The following conclusions are drawn: the formation of school homework policy is divided into two stages: establishment and institutionalization. In the first stage, in order to solve the practical problems encountered in the homework, the school set up the original work policy through collective negotiation and trial and error. The policy consists of two categories: one is the normative operational policy, the other is the culture-cognitive operational policy, that is, the operational concept. Then, the competent department of education provides the operational policy from the outside, among which the regulatory policy and most of the normative policies have the protection of compulsory force such as educational supervision, so they are better implemented by the school, that is, the integration and refinement. However, the cultural-cognitive policy and some normative policies which lack of supervision and security are abandoned because they are not effectively transmitted. Finally, the operational policy based on the above two approaches is combined. In the process of combination, a more coercive external supply policy is adopted, and because the content does not directly conflict with it, some of the operational concepts and operational norms in the school continue to exist. So far, the school has formed a new set of operational policies based on supply policy, supplemented by demand rules. In the second stage, school-level operational policies of different nature are institutionalized. First, the regulatory work policy is transmitted in the form of formal school documents and school-wide meetings, which makes teachers determine the expedient consideration of avoiding punishment, thus eliminating such behaviors as excessive work volume and homework assignment on Wednesday. Second, normative operational policies are transmitted in the form of teaching and research groups and grade group meetings, so that teachers can clearly "be skillful in arranging and correcting." Feedback homework and collective preparation for lessons and perfecting school-based homework represent the teachers' proper status in homework. As a result, teachers quickly acquire homework practices and increasingly recognize and devote themselves to the collective preparation of lessons. Thirdly, the policy of culture-cognitive homework is transmitted in the form of daily chatting among colleagues and exchanges in pairs between teachers and disciples, which enables teachers to observe, imitate and internalize the prevailing concept of homework in schools, so as to reflect on the issues related to homework on this basis. Based on the above conclusions, this study puts forward two discussions: "pay attention to the balance and consistency of supply operation policy" and "fully understand the ability of school demand-based governance".
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G420

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