本文選題：學(xué)校 + 學(xué)校發(fā)展變革　； 參考：《西北師范大學(xué)》2007年博士論文

【摘要】： 學(xué)校是有計(jì)劃、有組織、有系統(tǒng)地進(jìn)行教育、教學(xué)活動(dòng)的場所,它主要通過文化傳承和人才培養(yǎng)對社會(huì)的發(fā)展和進(jìn)步做出貢獻(xiàn),尤其在現(xiàn)代社會(huì),學(xué)校的發(fā)展和變革被認(rèn)為與國家、社會(huì)的發(fā)展變革息息相關(guān),學(xué)校改革的浪潮也隨之高漲。本研究將本著歷史與過程相統(tǒng)一的原則對學(xué)校的概念、學(xué)校的發(fā)展變革歷史及其動(dòng)力機(jī)制、現(xiàn)實(shí)中學(xué)校發(fā)展變革出現(xiàn)的問題和原因進(jìn)行分析和解讀,以期預(yù)測學(xué)校發(fā)展變革的應(yīng)然走向,為現(xiàn)實(shí)的學(xué)校發(fā)展變革提供參考。 本研究在內(nèi)容上共分為四部分: 導(dǎo)論部分主要從理論和實(shí)踐兩個(gè)角度提出了要研究的問題,對相關(guān)文獻(xiàn)進(jìn)行梳理,界定了學(xué)校、學(xué)校發(fā)展及學(xué)校變革的概念,闡明了本研究的目的與原則,思路與方法以及本研究的創(chuàng)新點(diǎn)。 第一編的內(nèi)容主要是對學(xué)校發(fā)展變革的歷史軌跡進(jìn)行回顧和總結(jié)。學(xué)校萌芽于采集時(shí)代,產(chǎn)生于農(nóng)業(yè)時(shí)代,與農(nóng)業(yè)時(shí)代一道經(jīng)歷了漫長的演進(jìn)歷程,并表現(xiàn)出東西方明顯的差別,論文就此進(jìn)行了古代中國經(jīng)濟(jì)由盛而衰的學(xué)校歸因分析,并認(rèn)為,中西方的學(xué)校都脫胎于農(nóng)業(yè)文明,具有一些共同的特征,即為特權(quán)者服務(wù)、非生產(chǎn)性、非連續(xù)性和非體系性、教師的權(quán)威地位、對女性的排斥、個(gè)別教學(xué)、經(jīng)驗(yàn)管理、法古封閉等。 在工業(yè)時(shí)代,學(xué)校經(jīng)歷了巨大的發(fā)展和變革,表現(xiàn)出國家化和世俗化、制度化、公共性和民族性、生產(chǎn)性、班級授課制以及與之相關(guān)的工廠式隱喻和科層管理、國際組織逐步介入等特征。此時(shí)期的學(xué)校也集中體現(xiàn)了以機(jī)器大生產(chǎn)為基礎(chǔ)的現(xiàn)代社會(huì)危機(jī),學(xué)校與生活的隔離、工廠式隱喻的危機(jī)、科層制管理模式的缺陷、學(xué)校的保守性、受到懷疑的公共性、教育性的缺失、學(xué)校病等問題的存在使得人們甚至對學(xué)校存在的必要性都發(fā)生了懷疑。 世界各國正是在對學(xué)校批判的眾聲喧嘩中在信息時(shí)代來臨之際對學(xué)校進(jìn)行了一場全方位的變革,著力點(diǎn)主要放在數(shù)字化校園的建設(shè)、學(xué)校的開放性和社會(huì)化、辦學(xué)模式的多樣化、教學(xué)模式的重建、以校為本的管理、學(xué)校結(jié)構(gòu)的重建、民主、公平追求的深化、國際化與本土化并存等方面。 第二編的內(nèi)容主要是探詢學(xué)校發(fā)展變革的動(dòng)力機(jī)制和對學(xué)校發(fā)展變革現(xiàn)狀的問題聚焦。學(xué)校發(fā)展變革的動(dòng)力來自于學(xué)校外系統(tǒng)力量和學(xué)校內(nèi)系統(tǒng)力量的綜合作用和差異協(xié)同,學(xué)校外系統(tǒng)對學(xué)校發(fā)展變革起著催生與制約作用的力量主要有生產(chǎn)力、政治、包括宗教在內(nèi)的文化、地理環(huán)境和人口等,學(xué)校內(nèi)系統(tǒng)對學(xué)校發(fā)展變革起著主動(dòng)與內(nèi)生的力量主要有人的主體性的覺醒和發(fā)揮、利益博弈、學(xué)校機(jī)構(gòu)的主動(dòng)變革、學(xué)校系統(tǒng)的自組織和學(xué)校教育力等,正是這些無序而復(fù)雜的力量叢通過各種形式的競爭、選擇、融合、對話和協(xié)同轉(zhuǎn)化為學(xué)校發(fā)展變革的動(dòng)力和合力。因此,學(xué)校變革發(fā)展的歷史就是學(xué)校內(nèi)外系統(tǒng)兩緯度雙向矢量的諸因素的差異并趨向協(xié)同的互纏互繞的歷史,這種變化既是他組織的,也是自組織的,既是穩(wěn)定的,也是突變的,是由一變多,并由多合一的差異協(xié)同過程。 由于影響學(xué)校發(fā)展變革的機(jī)制是復(fù)雜和無序的,信息時(shí)代學(xué)校的發(fā)展變革努力同樣潛伏著危機(jī),充滿了問題,主要表現(xiàn)為學(xué)生學(xué)力和創(chuàng)造力的下降、新的不公平問題出現(xiàn)、實(shí)質(zhì)性變革的缺乏和形式化變革的泛濫、公司化學(xué)校的負(fù)效應(yīng)、日益加大的學(xué)校差異、知識溝和數(shù)字鴻溝問題、學(xué)校里校長和教師的尷尬處境等,其原因主要在于學(xué)校系統(tǒng)內(nèi)外諸因素之間的不協(xié)同。其中,在學(xué)校系統(tǒng)外各因素中的差異表現(xiàn)為:生產(chǎn)力發(fā)展水平與學(xué)校發(fā)展變革之間的差異,政策制定和實(shí)施中的問題與學(xué)校變革所需要的明確而連續(xù)的指導(dǎo)之間的差異,文化傳統(tǒng)和市場文化對學(xué)校發(fā)展變革的負(fù)面影響,學(xué)校系統(tǒng)外人們對學(xué)校的過度依賴與變革要求的理性精神之間的差異等;在學(xué)校系統(tǒng)內(nèi)部諸要素之間的差異表現(xiàn)為:變革主體對理論本身不完美的掩藏或無意識,學(xué)校系統(tǒng)內(nèi)部專家的受雇地位與理論者應(yīng)有的學(xué)術(shù)良知之間的差異,學(xué)校內(nèi)變革主體對實(shí)踐智慧的盲目自信導(dǎo)致的對變革理論和政策的排斥,學(xué)校組織本身的保守性與發(fā)展變革要求的組織靈敏性之間的差異,學(xué)校系統(tǒng)內(nèi)部不同群體之間的差異使得變革復(fù)雜而困難等。 結(jié)語部分指出了學(xué)校發(fā)展變革的最終歸宿是個(gè)體發(fā)展和社會(huì)進(jìn)步,認(rèn)為學(xué)校發(fā)展變革需要社會(huì)環(huán)境變革和變革主體理性思維的支撐,在此基礎(chǔ)上明確學(xué)校變革的應(yīng)然走向,即發(fā)展上立足國際,不斷變革;價(jià)值上注重創(chuàng)新,培養(yǎng)個(gè)性;過程上關(guān)照生命,體驗(yàn)成長;技術(shù)上數(shù)字網(wǎng)絡(luò),共享互動(dòng);管理上對話交流,共同領(lǐng)導(dǎo);類型上特色靈活,豐富內(nèi)容;形式上開放溝通,爭取外援;系統(tǒng)上內(nèi)外協(xié)調(diào),和諧發(fā)展。
[Abstract]:School is a planned, organized, systematic place for education and teaching activities. It mainly contributes to the development and progress of society through cultural inheritance and talent cultivation. Especially in modern society, the development and reform of schools are considered to be closely related to the development of the country and society, and the wave of school reform is also rising. The study will be based on the principle of the unification of history and process to the concept of school, the history of the school's development and reform, the motive mechanism, the problems and reasons of the school development and Reform in reality, in order to predict the trend of the school development and change, and provide reference for the development and reform of the real school.
The content of this study is divided into four parts:
The introduction puts forward the problems to be studied from two angles of theory and practice, combs the related literature, defines the concept of school, school development and school reform, clarifies the purpose and principles of this study, ideas and methods as well as the innovation of this study.
The main content of the first edition is to review and summarize the historical track of school development and change. The school sprout in the era of collection, produced in the age of agriculture, experienced a long course of evolution with the age of agriculture, and showed obvious differences between East and West, and the paper made an analysis of the school attribution of the ancient Chinese economy. It is also believed that both Western and Chinese schools are born out of agricultural civilization and have some common features, namely, the service of the privileged, non productive, discontinuous and non systematic, the authority of the teachers, the exclusion of women, individual teaching, experience management, and the closure of the French and ancient times.
In the industrial age, the school experienced great development and change, showing the characteristics of nationalization and secularization, institutionalization, public and national, productive, class teaching and related factory metaphor and bureaucratic management, and the gradual intervention of international organizations. The social crisis, the isolation of school and life, the crisis of factory metaphor, the defect of the management mode of the bureaucracy, the conservatism of the school, the publicity of suspicion, the lack of education, and the existence of school diseases make people even doubt the necessity of the existence of the school.
All the countries of the world have made a full change to the school at the arrival of the information age. The focus is on the construction of the digital campus, the openness and socialization of the school, the diversification of the mode of school running, the reconstruction of the teaching mode, the management of the school based, the reconstruction of the school structure, and the democracy, The deepening of fairness pursuit, the coexistence of internationalization and localization.
The main content of the second edition is to explore the dynamic mechanism of the school development and change and focus on the current situation of the school development and change. The motive force of the school development and change comes from the comprehensive role of the external school system power and the system power in the school and the difference synergy. The external school system has the power of promoting and restricting the development of the school development. In order to have the productive forces, politics, the culture of religion, the geographical environment and the population, the internal awakening and exertion of the main body of the school system on the development of the school, the game of the interests, the active reform of the school institutions, the self-organization of the school system and the educational power of the school, are all these disorder and complexity. The power cluster, through various forms of competition, selection, integration, dialogue and coordination, is the motive force and resultant force of the development of the school. Therefore, the history of the school reform and development is the history of the differences between the factors of the two latitudes vector of the system inside and outside the school and the trend of mutual entangling and intertwining. This change is both his organization and the self group. Weaving is not only stable but also abrupt. It is a process of difference from one to many.
Because the mechanism that affects the development and change of the school is complex and disorderly, the development and change of the school in the information age is also lurking the crisis, full of problems, mainly manifested in the decline of students' learning ability and creativity, the emergence of new unfairness, the lack of substantive change and the proliferation of formalized changes, the negative effect of the corporate school. The differences in school, knowledge gap and digital divide, the awkward situation of school principals and teachers are mainly due to the unsynergy between the various factors inside and outside the school system. Among them, the differences in the factors outside the school system are the difference between the level of productivity development and the change of school development, policy making and reality. The difference between the problem and the clear and continuous guidance needed by the school reform, the negative influence of cultural tradition and market culture on the school development and change, the difference between the excessive dependence of the school system and the rational spirit of the change requirements outside the school system, and so on. The cover or unconsciousness of the main body of the theory itself, the difference between the employment status of the expert in the school system and the academic conscience that the theorists should have, the exclusion of the theory and policy of change caused by the blind confidence of the subject to the practical wisdom, the conservatism and the requirements for the development and change of the school organization itself. The difference between sensitivity, the difference between different groups in the school system makes the transformation complex and difficult.
The concluding part points out that the final destination of the school development and change is the individual development and the social progress. It is believed that the reform of the school development needs the social environment change and the support of the rational thinking of the subject. On the basis of this, it is clear that the reform of the school should be developed, that is, the development is based on the international, no change, the value of innovation, the cultivation of personality; Shangguan life, experience growth; technology digital network, sharing interaction; management dialogue and communication, common leadership; type features flexible, rich content; form open communication, for foreign aid; system on and outside coordination, harmonious development.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G40

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前7條

1 徐紅;新政策背景下專家型教師素質(zhì)與行為標(biāo)準(zhǔn)研究[D];華中師范大學(xué);2012年

2 黃容霞;全球化時(shí)代的大學(xué)變革（1980-2010年）[D];華中科技大學(xué);2012年

3 孫翠香;學(xué)校變革主體動(dòng)力研究[D];華東師范大學(xué);2010年

4 韓登亮;基礎(chǔ)教育學(xué)校變革機(jī)制研究[D];陜西師范大學(xué);2012年

5 王紅巖;課程改革推進(jìn)中的學(xué)校組織變革研究[D];東北師范大學(xué);2012年

6 靳涌韜;教育學(xué)視域下我國現(xiàn)代學(xué)校變革有效性研究[D];遼寧師范大學(xué);2012年

7 李云星;學(xué)校變革中的沖突與觀念生成[D];華東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前2條

1 張鳳麗;教育生態(tài)學(xué)視野中的學(xué)校發(fā)展研究[D];福建師范大學(xué);2010年

2 黃貴軍;高校品牌視覺形象設(shè)計(jì)“多層次”研究[D];西南交通大學(xué);2012年

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