【摘要】： 在一個動態(tài)、變化、充滿挑戰(zhàn)和機遇的社會里,變革已成為學(xué)校的一種生存常態(tài)。學(xué)校變革是指學(xué)校作為一種獨立的社會組織形態(tài),在多種因素的交互作用下,其組織成員及學(xué)校組織本身所發(fā)生的、復(fù)雜動態(tài)的變化過程及結(jié)果。當(dāng)前的學(xué)校變革理論研究還處于探索和構(gòu)建階段,尚缺乏學(xué)校變革主體動力的系統(tǒng)研究,同時,學(xué)校變革實踐也在某種程度上陷入主體動力不足或動力缺乏的困境,因此,學(xué)校變革主體動力研究就成為亟需。我們采用文獻分析法和案例分析法,對學(xué)校變革主體動力進行了系統(tǒng)的研究。 學(xué)校變革動力是指引起或推動學(xué)校變革的某種力量或力量的集合。學(xué)校變革主體動力是由多元主體動力構(gòu)成的復(fù)雜動力系統(tǒng),包括校長、教師、學(xué)生和政府等多維主體動力,多維主體動力間存在著復(fù)雜、立體、動態(tài)的交互作用。在分析每一主體動力類型時,我們基本遵循如下的分析脈絡(luò)：每一主體類型成為學(xué)校變革動力的學(xué)理分析、現(xiàn)狀分析、條件分析、風(fēng)格類型分析、限度分析以及變革利益分析。總體來看,每一主體動力類型都具有成為學(xué)校變革動力的邏輯可能性和必要性,但學(xué)校變革實踐中這些主體動力的現(xiàn)狀卻與理論分析存在較大差距；每一主體動力類型成為學(xué)校變革動力的條件并不盡相同,但變革意愿和變革能力卻是每一種主體動力類型成為學(xué)校變革動力的基本條件；不同類型的主體動力在學(xué)校變革實踐中表現(xiàn)出不同的風(fēng)格類型；并且,不同類型的主體動力在學(xué)校變革實踐中的利益需求并不盡相同。我們認(rèn)為,對于學(xué)校變革的主體來說,利益是決定每一主體成為學(xué)校變革動力的最根本的因素,不同主體之間的利益沖突成為鉗制學(xué)校變革過程及績效的“緊箍咒”,學(xué)校變革的發(fā)生與否及動力維持是不同主體之間利益博弈的結(jié)果,實現(xiàn)利益共享是維持每一主體最大動力的最佳平衡點。 在對主體動力分析的基礎(chǔ)上,我們提出了學(xué)校變革主體動力的激發(fā)和維持策略。首先,學(xué)校變革權(quán)“委托-代理”關(guān)系的再設(shè)計,是主體動力激發(fā)的制度保障；其次,進行利益補償,實現(xiàn)學(xué)校變革參與主體各方利益的“帕累托均衡”,是主體動力激發(fā)的關(guān)鍵。除上述兩點之外,對于不同的主體動力來說,我們聚焦的激發(fā)策略略有不同,我們分別聚焦于校長的愿景形成和能力發(fā)展、教師學(xué)習(xí)、“以學(xué)生利益為中心”的變革政策再設(shè)計和學(xué)生變革能力發(fā)展、以及政府的“權(quán)力讓渡”與“內(nèi)動力激發(fā)”。
[Abstract]:In a dynamic, changing, challenging and opportunistic society, change has become the norm of school existence. School reform refers to the complex dynamic change process and results of the school as an independent social organization, under the interaction of various factors, the members of the organization and the school organization itself. The current theoretical study of school change is still in the stage of exploration and construction, and it lacks the systematic study of the main motive force of school reform. At the same time, the practice of school reform is in the dilemma of insufficient or lacking of main body power to some extent. The research on the main motive force of school reform is in urgent need. We use the method of literature analysis and case analysis to study the main motive force of school reform. The motive force of school change refers to the combination of some forces or forces that cause or promote school change. The main motive force of school reform is a complex dynamic system composed of multiple main forces, including principal, teacher, student and government. There is complex, three-dimensional and dynamic interaction among multi-dimensional main forces. In the analysis of each subject dynamic type, we basically follow the following analysis context: each subject type becomes the academic analysis, the present situation analysis, the condition analysis, the style type analysis, the limit analysis and the reform benefit analysis. In general, each subject has the logical possibility and necessity to be the driving force of school reform, but in the practice of school reform, there is a big gap between the status quo of these main forces and the theoretical analysis. The conditions for each subject to become the power of school change are not the same, but the willingness to change and the ability to change are the basic conditions for each type of main force to become the motive force of school change. Different types of main motivation show different styles in the practice of school reform, and different types of main motivation have different interests in the practice of school reform. In our opinion, for the main body of school change, interest is the most fundamental factor that determines each subject to become the motive force of school change, and the conflict of interest among different subjects becomes the "incantation" to restrain the process and performance of school change. Whether the school changes or not and how to maintain the motive force is the result of the benefit game between different subjects, and the best balance point to maintain the greatest power of each subject is to realize the benefit sharing. On the basis of the analysis of the main body power, we put forward the strategies to stimulate and maintain the school reform subject motive force. First, the re-design of the principal-agent relationship of the right of school reform is the institutional guarantee of the motivation of the subject; secondly, the interest compensation is carried out to realize the "Pareto equilibrium" of the interests of all the parties involved in the school reform. It is the key to stimulate the main force. In addition to the above two points, we focus on different motivational strategies for different subjects. We focus on the principal's vision formation and ability development, teacher learning, respectively. The redesign of the reform policy centered on the interests of students and the development of the ability of the students to change, as well as the transfer of power and the stimulation of the internal power of the government.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G40

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本文編號：2211532