本文選題：對話　切入點：對話管理　出處：《陜西師范大學(xué)》2008年碩士論文

【摘要】： 當(dāng)前,“對話”已經(jīng)成為教育理論和實踐領(lǐng)域的熱點話語,甚至于某種程度上對“對話”的追求已經(jīng)成為當(dāng)代世界的一種重要取向。然而,“對話”尚未被引進成人教育管理的實踐當(dāng)中,理論方面的探討也比較少。本文以對話理論及相關(guān)哲學(xué)、教育學(xué)、管理學(xué)理論作為支撐,提出對話管理:一種成人教育管理的新視野。在對話管理視野觀照下,本文進一步分析了傳統(tǒng)管理觀下成人教育管理的困境,并基于對話管理提出了改進成人教育管理的幾點思考,以期從一個新的視角對成人教育管理理論研究和實踐改進提供一點指導(dǎo)。 本文主要從以下四部分展開研究: 第一部分:對話管理的理論基礎(chǔ)。對話管理是基于相關(guān)哲學(xué)、教育學(xué)、管理學(xué)的理論而提出的。其哲學(xué)理論基礎(chǔ)是現(xiàn)象學(xué)、解釋學(xué)、批判理論、女權(quán)主義。教育學(xué)理論基礎(chǔ)是師生主體間性理論。管理學(xué)理論基礎(chǔ)是新公共服務(wù)理論。 第二部分:對話管理的內(nèi)涵與特征。本部分梳理了相關(guān)對話哲學(xué)思想,得出了“對話”的內(nèi)涵,并在此基礎(chǔ)上進一步分析了對話管理的內(nèi)涵及其特征。 第三部分:傳統(tǒng)管理:成人教育管理陷入困境的根源。本部分分析了傳統(tǒng)管理觀的特點,并進一步探討了傳統(tǒng)管理觀下成人教育管理的困境:管理關(guān)系方面主要表現(xiàn)為“主體間性”的缺失;管理過程方面主要表現(xiàn)為“溝通、理解”的缺失;管理結(jié)果方面主要表現(xiàn)為“意義”的異化。 第四部分:“對話管理”:成人教育管理走出困境的新視野。本部分從管理關(guān)系、管理過程、管理結(jié)果三方面分析了“對話管理”的優(yōu)勢,在“對話管理”視野觀照下進一步探討了成人教育教師管理和成人教育學(xué)生管理。 本研究通過對成人教育管理中“對話管理”的探討,主要得出了以下幾點結(jié)論:第一,在本質(zhì)特征上,對話是交往雙方在相互尊重、信任、平等的立場上,通過共同參與、真誠溝通、相互分享,旨在達成共識、理解、融合的主體間的交往實踐活動。第二,對話管理將人的價值與意義放在核心地位,關(guān)注師生完滿的精神世界和獨立人格的建構(gòu),注重管理過程中各主體之間的平等交往、相互對話、意義分享以及共同發(fā)展。第三,“對話管理”的優(yōu)勢表現(xiàn)為:管理關(guān)系體現(xiàn)主體間性;管理過程具有建構(gòu)性、生成性;管理結(jié)果具有互惠、共贏性。第四,“對話管理”視野觀照下的成人教育教師管理的思路是:管理關(guān)系由主一客二分轉(zhuǎn)向主體間性;管理組織由科層取向轉(zhuǎn)向?qū)I(yè)取向;管理方式由制度約束走向人文關(guān)懷。第五,“對話管理”視野觀照下的成人教育學(xué)生管理的思路是:管理關(guān)系由主—客二分轉(zhuǎn)向師生主體間性;管理模式由標(biāo)準(zhǔn)化走向個性化;管理方式由管制轉(zhuǎn)向?qū)W生自我管理。
[Abstract]:At present, "dialogue" has become a hot topic in the field of educational theory and practice, and to some extent, the pursuit of "dialogue" has become an important orientation of the contemporary world.However, dialogue has not yet been introduced into the practice of adult education management.Based on the theory of dialogue and related philosophy, pedagogy and management theory, this paper puts forward the theory of dialogue management: a new vision of adult education management.From the perspective of dialogue management, this paper further analyzes the dilemma of adult education management under the traditional management view, and puts forward some thoughts on how to improve adult education management based on dialogue management.In order to provide some guidance for the theoretical research and practical improvement of adult education management from a new perspective.This paper mainly from the following four parts of the study:The first part: the theoretical basis of dialogue management.Dialogue management is based on the relevant philosophy, pedagogy, management theory and put forward.Its philosophical theory is based on phenomenology, hermeneutics, critical theory and feminism.The theory of pedagogy is based on the theory of intersubjectivity between teachers and students.The management theory is based on the new public service theory.The second part: the connotation and characteristics of dialogue management.This part combs the relevant dialogue philosophy thought, has obtained the "dialogue" the connotation, and has further analyzed the dialogue management connotation and the characteristic in this foundation.The third part: traditional management: the root of adult education management's predicament.This part analyzes the characteristics of the traditional management view, and further discusses the dilemma of adult education management under the traditional management view: the lack of "inter-subjectivity" in the management relationship, the "communication" in the management process.The lack of understanding and the alienation of meaning are the main aspects of management results.The fourth part: dialogue management: the new vision of adult education management.This part analyzes the advantages of "dialogue management" from three aspects of management relationship, management process and management results, and further discusses the management of adult education teachers and adult education students from the perspective of "dialogue management".Based on the discussion of "dialogue management" in adult education management, this study mainly draws the following conclusions: first, in terms of essential characteristics, dialogue is the mutual respect, trust, equality of the two sides, through joint participation.Sincere communication, mutual sharing, aimed at reaching consensus, understanding, integration of the subject of communication practice.Second, the management of dialogue puts the value and meaning of human beings at the core, pays attention to the construction of the perfect spiritual world and independent personality of teachers and students, and pays attention to the equal communication, mutual dialogue, meaning sharing and common development among the subjects in the process of management.Thirdly, the advantages of "dialogue management" are as follows: the management relationship embodies inter-subjectivity; the management process is constructive and generative; the management result is mutually beneficial and win-win.Fourthly, under the vision of "dialogue management", the ideas of adult education teachers' management are as follows: the management relationship changes from one subject to one object to the inter-subjectivity; the management organization changes from the branch orientation to the professional orientation; the management mode changes from the system constraint to the humanities concern.Fifthly, the ideas of adult education students' management from the perspective of "dialogue management" are as follows: the relationship of management from principal to object to teacher-student intersubjectivity; the mode of management from standardization to individualization; and the change of management mode from regulation to student self-management.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G720

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