本文選題：一項 + 關(guān)于　； 參考：《華東師范大學(xué)》2002年碩士論文

【摘要】： 學(xué)校屬于非生產(chǎn)經(jīng)營性的服務(wù)組織，具有“松散—結(jié)合”的結(jié)構(gòu)特征，而學(xué)校的文化機制作為強有力的黏合劑將學(xué)校松散的各系統(tǒng)連接在一起。因此，，揭示了組織運作的內(nèi)在推動力的“組織文化”更適用于學(xué)校管理。 不同的組織因文化的不同而表現(xiàn)出各自的特性，對學(xué)校個體組織文化的剖析更有助于認識學(xué)校“個性”的形成及其對學(xué)校管理的積極意義。本研究在對收集到的國內(nèi)外相關(guān)研究資料進行全面分析的基礎(chǔ)上，將“組織文化”細分為心理文化、行為文化、物質(zhì)文化和制度文化，并據(jù)此建立涵蓋了組織氣氛、物質(zhì)文化和制度文化三個層面的研究框架。本研究采用個案法，選取了具有代表性的普通初級中學(xué)——X中學(xué)作為研究對象，深入學(xué)校內(nèi)部，運用問卷法、訪談?wù){(diào)查法、觀察法、文件分析等量化和質(zhì)化技術(shù)手段，詳細真實地呈現(xiàn)一所普通中學(xué)組織文化的特性。 實地研究結(jié)果證明，X中學(xué)開放指數(shù)低，屬于控制型組織氣氛；X中學(xué)在現(xiàn)有條件下，改善硬件設(shè)施，提升了學(xué)校形象，對全校師生員工的士氣起到了一定的激勵作用；X中學(xué)的制度文化正處于萌發(fā)期向成長期邁進的建設(shè)階段，其現(xiàn)行內(nèi)部規(guī)章制度多為向外借鑒的結(jié)果，特色不明顯，但正在積極總結(jié)自身經(jīng)驗，并將這些經(jīng)驗科學(xué)化、規(guī)范化。而影響X中學(xué)組織文化形成特點的主要因素來自于學(xué)校發(fā)展規(guī)模、校長管理行為類型及領(lǐng)導(dǎo)方式、師資水平和學(xué)校組織結(jié)構(gòu)這四個方面。根據(jù)X中學(xué)組織文化特點和形成原因，對該校的組織文化的改進應(yīng)從上至下進行，首先，學(xué)校領(lǐng)導(dǎo)建立科學(xué)的組織文化理念，改善自身心理與行為，其次，采取相應(yīng)措施改善學(xué)校成員心理行為，最后，集合學(xué)校成員的力量優(yōu)化學(xué)校物質(zhì)文化和制度文化，提升學(xué)校形象。 本研究研究給予我們的啟示是：學(xué)校組織文化在學(xué)校發(fā)展過程中逐漸沉淀、積累形成，而在其孕育過程中又對學(xué)校的人、事、物等要素形成巨大的影響；在學(xué)校管理中強調(diào)組織成員的信仰、價值觀和理念等非正式領(lǐng)域的表現(xiàn)及其影響結(jié)果，運用文化模式將有助于提高組織效能，獲得組織發(fā)展；就學(xué)校組織文化研究領(lǐng)域而言，利用“量”的研究和“質(zhì)”的研究之間的互補關(guān)系，根據(jù)研究對象與研究目的靈活采用兩種研究方法會促進研究結(jié)論的完整性和科學(xué)性。
[Abstract]:The school belongs to the service organization of non-production and management, and has the structural characteristic of "loose-union", and the cultural mechanism of the school, as a powerful adhesive, connects the loose systems of the school together. Therefore, the organizational culture, which reveals the internal driving force of organizational operation, is more suitable for school management. Different organizations show their own characteristics because of different cultures. The analysis of individual organizational culture is helpful to understand the formation of school personality and its positive significance to school management. Based on the comprehensive analysis of the relevant research materials collected at home and abroad, this study subdivides "organizational culture" into psychological culture, behavioral culture, material culture and institutional culture. Material culture and institutional culture of the three levels of research framework. This research adopts the case method, selects the representative ordinary junior middle school-X middle school as the research object, goes deep into the school, uses the questionnaire method, the interview investigation method, the observation method, the document analysis and so on quantification and the qualitative technical means. A detailed and true presentation of the characteristics of an ordinary middle school organizational culture. The field research results show that the opening index is low, and it belongs to the controlling organizational atmosphere. Under the existing conditions, the hardware facilities are improved, the image of the school is improved, and the morale of the teachers and students in the whole school is encouraged to a certain extent. The institutional culture of X Middle School is in the stage of construction in the period of germination and development. Its current internal rules and regulations are mostly the result of drawing lessons from outside, but the characteristics are not obvious, but they are actively summing up their own experience, and making these experiences scientific and standardized. The main factors influencing the formation of organizational culture in X middle school come from four aspects: the scale of school development, the type of principal's management behavior and leadership, the level of teachers and the organizational structure of the school. According to the characteristics and reasons of organizational culture in X Middle School, the improvement of organizational culture should be carried out from top to bottom. First, the school leaders should establish scientific organizational culture concept, improve their own psychology and behavior. To improve the psychological behavior of school members, finally, to combine the strength of school members to optimize the school material culture and institutional culture, to enhance the image of the school. The enlightenment of this study is as follows: the school organizational culture gradually precipitates and accumulates in the process of school development, and in the process of its gestation, it has a great influence on the elements of school, such as people, events, objects and so on; In school management, emphasis is placed on the expression and impact of the members' beliefs, values and ideas in informal fields, and the application of cultural models will help to improve organizational effectiveness and achieve organizational development; as far as the field of school organizational culture research is concerned, By using the complementary relationship between "quantity" research and "quality" study, using two kinds of research methods flexibly according to the research object and purpose will promote the integrality and scientificalness of the research conclusion.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2002
【分類號】：G47

【引證文獻】

相關(guān)碩士學(xué)位論文 前2條

1 肖美良;地方新建本科院校組織文化的構(gòu)建與提升[D];浙江師范大學(xué);2006年

2 張英姿;學(xué)校組織文化初探[D];首都師范大學(xué);2007年

本文編號：2084045