理想的現(xiàn)實(shí)建構(gòu)：政府主導(dǎo)型學(xué)校變革研究
發(fā)布時(shí)間：2018-08-01 21:08
【摘要】： 學(xué)校處于社會(huì)關(guān)注的中心，面對(duì)來(lái)自各方的期望和要求，在不斷變革中發(fā)展。其中，政府是學(xué)校變革的重要推動(dòng)力，學(xué)校的變革常常是在政府的主導(dǎo)和推動(dòng)下進(jìn)行：政府以變革制度供給者的身份，設(shè)定學(xué)校變革的目標(biāo)、基本路線和準(zhǔn)則，政府利用所掌握的各種資源來(lái)推動(dòng)學(xué)校的變革進(jìn)程。中國(guó)古代的“官師合一”，是政府直接包辦了學(xué)校的一切，主宰了學(xué)校的一切變化和變革。19世紀(jì)義務(wù)教育制度的推行，開(kāi)始了西方教育領(lǐng)域中國(guó)家干預(yù)為主的時(shí)期。到20世紀(jì)80、90年代，學(xué)校變革行為的政府主導(dǎo)性越來(lái)越明顯，主導(dǎo)速度越來(lái)越頻繁。政府主導(dǎo)和干預(yù)學(xué)校的變革，是期望學(xué)校變革能實(shí)現(xiàn)預(yù)期的目標(biāo)，但是這種類(lèi)型學(xué)校變革并沒(méi)有收到人們預(yù)期的完美效果，甚至受到諸多的質(zhì)疑和指責(zé)。因此，政府頻繁的主導(dǎo)學(xué)校變革行動(dòng)和學(xué)校變革實(shí)施效果不彰成為一個(gè)兩難困境，從而引發(fā)了筆者對(duì)這種政府主導(dǎo)型學(xué)校變革的觀察、思考和研究。 論文由七部分組成，分別是導(dǎo)論、文獻(xiàn)綜述、政府主導(dǎo)型學(xué)校變革狀況的調(diào)查與統(tǒng)計(jì)、政府主導(dǎo)型學(xué)校變革的邏輯前提、運(yùn)行流程與特征、困境分析以及困境超越。論文在調(diào)查統(tǒng)計(jì)和個(gè)案剖析的基礎(chǔ)上，主要在以下方面進(jìn)行了分析和討論。 第一，分析了政府主導(dǎo)學(xué)校變革的必要性和可能性，這是研究政府主導(dǎo)型學(xué)校變革的邏輯前提。正是因?yàn)檎斜匾陀锌赡苤鲗?dǎo)學(xué)校變革，才有進(jìn)行該類(lèi)型變革研究的基礎(chǔ)。政府之所以要主導(dǎo)和干預(yù)學(xué)校的變革，不僅在于要保證學(xué)校變革的巨大外部效應(yīng)，而且在于要避免學(xué)校變革的市場(chǎng)效應(yīng)，以及克服學(xué)校自主變革的局限性。同時(shí)，由于政府擁有的法定權(quán)力和豐富資源使其主導(dǎo)有了可能性，學(xué)校出于生存的需要和中國(guó)特色的單位制度等也會(huì)對(duì)政府的主導(dǎo)采取一定程度的認(rèn)同和順從。 第二，對(duì)政府主導(dǎo)型學(xué)校變革的運(yùn)作流程和特征進(jìn)行了提煉和概括�；趦蓚�(gè)個(gè)案剖析的基礎(chǔ)上，勾勒了政府主導(dǎo)型學(xué)校變革的四個(gè)階段運(yùn)行流程。從運(yùn)行流程中，提煉出政府主導(dǎo)型學(xué)校變革具有如下運(yùn)行特征：(1)首先建立在理性的假設(shè)基礎(chǔ)上，認(rèn)為只要政府出臺(tái)的變革方案是理性的，，理性的變革方案就可以在學(xué)校變革中得到理性的執(zhí)行和實(shí)施；(2)政府主導(dǎo)型學(xué)校變革的目標(biāo)和內(nèi)容常常是社會(huì)問(wèn)題取向的，是為了解決社會(huì)對(duì)教育和學(xué)校提出的訴求，以實(shí)現(xiàn)政府作為公共服務(wù)機(jī)構(gòu)對(duì)社會(huì)公眾的承諾和責(zé)任，面對(duì)社會(huì)問(wèn)題，政府常常采取“管理主義"式的變革方案和措施；(3)變革的路徑是自上而下。政府利用其權(quán)威性和強(qiáng)制性，把學(xué)校作為變革的場(chǎng)所，大范圍的、快速推進(jìn)變革；(4)變革工具以政府文件開(kāi)路、領(lǐng)導(dǎo)講話動(dòng)員、輿論宣傳造勢(shì)為主，具有強(qiáng)制直接性。 第三，對(duì)調(diào)查和個(gè)案所反映出的學(xué)校變革實(shí)施的困境進(jìn)行深層次的原因分析。筆者認(rèn)為，造成政府主導(dǎo)型學(xué)校變革困境的原因是多種多樣的，既有來(lái)自政府的原因，也有來(lái)自學(xué)校的原因，主要包括以下七個(gè)方面：變革目標(biāo)的模糊，變革方案的有限理性，變革主體的缺位，變革過(guò)程的沖突和博弈，變革監(jiān)督乏力，以及變革疲勞等方面。 最后，提出政府主導(dǎo)型學(xué)校變革困境超越的對(duì)策，以完善該變革類(lèi)型，使其發(fā)揮應(yīng)有的作用。要克服政府主導(dǎo)型學(xué)校變革的困境和低效，筆者嘗試性提出了如下改進(jìn)策略：(1)樹(shù)立學(xué)校復(fù)雜性變革觀，把學(xué)校變革看作為復(fù)雜的變革過(guò)程，而不是一個(gè)學(xué)校變革事件；(2)正確認(rèn)識(shí)和定位政府“主導(dǎo)”，“管得最恰當(dāng)?shù)恼攀亲詈玫恼保?3)建立政府與學(xué)校之間的變革共識(shí)，增強(qiáng)變革動(dòng)力；(4)變革的外在制度與內(nèi)在制度的配套，健全學(xué)校變革的制度體系；(5)運(yùn)用適當(dāng)變革策略，駕馭變革過(guò)程，提升學(xué)校實(shí)施變革能力；(6)打造一支精干的變革代理人隊(duì)伍，更好地領(lǐng)導(dǎo)學(xué)校變革。
[Abstract]:The school is in the center of social concern, and in the face of the expectations and requirements from all sides, the school is developing in a continuous change. Among them, the government is an important driving force for the reform of the school. The reform of the school is often carried out under the leadership and promotion of the government. The government uses all kinds of resources to promote the reform process of the school. The ancient Chinese "official division and division one" was the government directly organized the school, dominated all changes in the school and the reform of the.19 century compulsory education system, and began the period of Chinese intervention in the western education field. By the year of the year of the twentieth Century, the school of education was studied in the years of 80,90. The government leading and leading speed of the school reform is becoming more and more obvious. The reform of government and intervention in schools is expected to achieve the desired goal, but this type of school change has not received the perfect effect that people expected, and even many questions and accusations. Therefore, the government is frequently led by the government. The ineffectiveness of the school reform action and the implementation of the school reform has become a dilemma, which leads to the author's observation, thinking and Research on the reform of this type of government led school.
The paper is composed of seven parts: introduction, literature review, investigation and statistics of government led school reform, logical premise of government led school reform, operation process and characteristics, predicament analysis and predicament surpassing. Based on the survey and case analysis, the paper mainly analyzes and discusses the following aspects.
First, the necessity and possibility of the reform of the government led schools are analyzed. This is the logical premise for the study of the reform of government led schools. It is precisely because the government is necessary and possible to lead the reform of the school to have the basis for the study of this type of change. The reason why the government is to lead and intervene in the reform of the school is not only to guarantee the school's change, but also to ensure the school The huge external effect of the change is to avoid the market effect of school reform and to overcome the limitations of the independent reform of the school. At the same time, because of the legal power and rich resources of the government, it has the possibility that the school will take the leadership of the government for the needs of survival and the unit system of Chinese characteristics. Degree of identity and obedience.
Second, the operation process and characteristics of the government led school reform are abstracted and summarized. Based on two case studies, this paper outlines the four stages of the government led school reform. From the operation process, the government led school reform has the following operating characteristics: (1) first set up in the rational false. On the basis of it, it is believed that as long as the reform plan issued by the government is rational, the rational change scheme can be rationally implemented and implemented in the school reform. (2) the goal and content of the reform of government led schools are often social problems, in order to solve the demands put forward by the society to education and schools, so as to realize the government's work. For public service institutions to the public's commitment and responsibility, facing social problems, the government often takes "management" reform programs and measures; (3) the path of change is top-down. The government uses its authority and coercion, the school as a place for change, large scale, rapid change; and (4) the tool of change with the government The opening of documents, the mobilization of leaders' speeches, and the propaganda and advocacy of public opinion are mandatory and direct.
Third, a deep reason analysis is made on the predicament of the implementation of school reform reflected in the investigation and case. The author believes that there are a variety of reasons that cause the dilemma of the government led school reform, both from the government and from the school, including the following seven aspects: the vagueness of the change goal and the change party The limited rationality of the case, the absence of the main body of the reform, the conflict and game of the reform process, the weak supervision of change, and the fatigue of transformation.
Finally, this paper puts forward the countermeasures to overcome the transcendence of the dilemma of government led school reform in order to improve the type of reform and make it play its due role. To overcome the dilemma and inefficiency of the reform of the government led school, the author tries to put forward the following improvement strategies: (1) to set up a complex change view of the school and take the school reform as a complex process of change, Not a school change event; (2) correct understanding and positioning the government "leading", "the most appropriate government is the best government"; (3) the establishment of a consensus between the government and the school, to enhance the motivation of change; (4) the external system and the internal system of the transformation of the system; (5) the proper use of the system; (5) appropriate use of the system Change strategy, control the process of change, enhance the school's ability to implement change; (6) To build a capable team of change agents, better leadership of school change.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G40
本文編號(hào)：2158606
[Abstract]:The school is in the center of social concern, and in the face of the expectations and requirements from all sides, the school is developing in a continuous change. Among them, the government is an important driving force for the reform of the school. The reform of the school is often carried out under the leadership and promotion of the government. The government uses all kinds of resources to promote the reform process of the school. The ancient Chinese "official division and division one" was the government directly organized the school, dominated all changes in the school and the reform of the.19 century compulsory education system, and began the period of Chinese intervention in the western education field. By the year of the year of the twentieth Century, the school of education was studied in the years of 80,90. The government leading and leading speed of the school reform is becoming more and more obvious. The reform of government and intervention in schools is expected to achieve the desired goal, but this type of school change has not received the perfect effect that people expected, and even many questions and accusations. Therefore, the government is frequently led by the government. The ineffectiveness of the school reform action and the implementation of the school reform has become a dilemma, which leads to the author's observation, thinking and Research on the reform of this type of government led school.
The paper is composed of seven parts: introduction, literature review, investigation and statistics of government led school reform, logical premise of government led school reform, operation process and characteristics, predicament analysis and predicament surpassing. Based on the survey and case analysis, the paper mainly analyzes and discusses the following aspects.
First, the necessity and possibility of the reform of the government led schools are analyzed. This is the logical premise for the study of the reform of government led schools. It is precisely because the government is necessary and possible to lead the reform of the school to have the basis for the study of this type of change. The reason why the government is to lead and intervene in the reform of the school is not only to guarantee the school's change, but also to ensure the school The huge external effect of the change is to avoid the market effect of school reform and to overcome the limitations of the independent reform of the school. At the same time, because of the legal power and rich resources of the government, it has the possibility that the school will take the leadership of the government for the needs of survival and the unit system of Chinese characteristics. Degree of identity and obedience.
Second, the operation process and characteristics of the government led school reform are abstracted and summarized. Based on two case studies, this paper outlines the four stages of the government led school reform. From the operation process, the government led school reform has the following operating characteristics: (1) first set up in the rational false. On the basis of it, it is believed that as long as the reform plan issued by the government is rational, the rational change scheme can be rationally implemented and implemented in the school reform. (2) the goal and content of the reform of government led schools are often social problems, in order to solve the demands put forward by the society to education and schools, so as to realize the government's work. For public service institutions to the public's commitment and responsibility, facing social problems, the government often takes "management" reform programs and measures; (3) the path of change is top-down. The government uses its authority and coercion, the school as a place for change, large scale, rapid change; and (4) the tool of change with the government The opening of documents, the mobilization of leaders' speeches, and the propaganda and advocacy of public opinion are mandatory and direct.
Third, a deep reason analysis is made on the predicament of the implementation of school reform reflected in the investigation and case. The author believes that there are a variety of reasons that cause the dilemma of the government led school reform, both from the government and from the school, including the following seven aspects: the vagueness of the change goal and the change party The limited rationality of the case, the absence of the main body of the reform, the conflict and game of the reform process, the weak supervision of change, and the fatigue of transformation.
Finally, this paper puts forward the countermeasures to overcome the transcendence of the dilemma of government led school reform in order to improve the type of reform and make it play its due role. To overcome the dilemma and inefficiency of the reform of the government led school, the author tries to put forward the following improvement strategies: (1) to set up a complex change view of the school and take the school reform as a complex process of change, Not a school change event; (2) correct understanding and positioning the government "leading", "the most appropriate government is the best government"; (3) the establishment of a consensus between the government and the school, to enhance the motivation of change; (4) the external system and the internal system of the transformation of the system; (5) the proper use of the system; (5) appropriate use of the system Change strategy, control the process of change, enhance the school's ability to implement change; (6) To build a capable team of change agents, better leadership of school change.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G40
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 孫翠香;范國(guó)睿;;學(xué)校變革成本分析——以政府主導(dǎo)型變革為例[J];教育發(fā)展研究;2008年19期
相關(guān)博士學(xué)位論文 前2條
1 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
2 靳涌韜;教育學(xué)視域下我國(guó)現(xiàn)代學(xué)校變革有效性研究[D];遼寧師范大學(xué);2012年
相關(guān)碩士學(xué)位論文 前7條
1 范敏;學(xué)校變革機(jī)制研究[D];華東師范大學(xué);2011年
2 任琳琳;學(xué)校變革的發(fā)生機(jī)制研究[D];東北師范大學(xué);2011年
3 鄭緒卿;幼兒師范學(xué)校教師績(jī)效管理的對(duì)策研究[D];中國(guó)海洋大學(xué);2008年
4 姜園;社會(huì)轉(zhuǎn)型時(shí)期學(xué)校變革的價(jià)值取向[D];四川師范大學(xué);2009年
5 王子平;教育技術(shù)支持下的學(xué)校系統(tǒng)整體變革[D];河北大學(xué);2010年
6 江偉;學(xué)校委托管理中的智能中介服務(wù)研究[D];上海師范大學(xué);2012年
7 田曉苗;學(xué)校改進(jìn)中教育行政部門(mén)的服務(wù)職責(zé)研究[D];東北師范大學(xué);2012年
本文編號(hào)：2158606
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