本文關(guān)鍵詞：九年一貫制學(xué)校組織效能問(wèn)題研究　出處：《遼寧師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

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【摘要】：九年一貫制學(xué)校是義務(wù)教育階段學(xué)制創(chuàng)新的產(chǎn)物,是目前國(guó)家著眼學(xué)生身心發(fā)展規(guī)律和教育自身規(guī)律,倡導(dǎo)的能夠更好落實(shí)素質(zhì)教育要求的新學(xué)制。但近年來(lái)集中興建起來(lái)的九年一貫制學(xué)校中,有些并沒(méi)有充分發(fā)揮出應(yīng)有的學(xué)制優(yōu)勢(shì),辦學(xué)效益不令人滿意,亟待改善。通過(guò)系統(tǒng)的理論及實(shí)踐研究構(gòu)建一套適切九年一貫制學(xué)校本質(zhì)特征的學(xué)校組織效能理論及評(píng)估體系,既是九年一貫制學(xué)校內(nèi)涵式發(fā)展的當(dāng)務(wù)之急,也是當(dāng)下進(jìn)一步深化義務(wù)教育改革的切實(shí)之需。本研究首先通過(guò)"六三"學(xué)制與"九年一貫"學(xué)制的對(duì)比研究,提煉出九年一貫制學(xué)校具有"一貫"、"統(tǒng)整"、"發(fā)展"的核心特點(diǎn),并從組織特征的角度,分析了九年一貫制學(xué)校組織應(yīng)具有長(zhǎng)遠(yuǎn)、一貫與統(tǒng)整的培養(yǎng)目標(biāo),一貫與統(tǒng)整的組織結(jié)構(gòu)及管理,一貫與統(tǒng)整的組織文化,一貫與統(tǒng)整的課程和教學(xué)科研體系,一貫與統(tǒng)整的人力資源系統(tǒng)等五大組織特性。其次,在系統(tǒng)梳理現(xiàn)有學(xué)校組織效能理論研究成果的基礎(chǔ)上,本研究構(gòu)建了九年一貫制學(xué)校組織效能"特質(zhì)"理論;并借鑒以往學(xué)校組織效能研究的核心要素及架構(gòu),構(gòu)建了一套凸現(xiàn)九年一貫制學(xué)校本質(zhì)特性的學(xué)校組織效能評(píng)估體系。本研究認(rèn)為,九年一貫制學(xué)校的組織效能主要體現(xiàn)在成效要素和過(guò)程要素兩個(gè)層面,其成效要素指向?qū)W校培養(yǎng)目標(biāo)的達(dá)成度;過(guò)程要素則包含一體化的學(xué)校組織管理、關(guān)注長(zhǎng)效的人力資源開(kāi)發(fā)體系以及一貫統(tǒng)整的教學(xué)研體系三個(gè)方面,具體涉及多重矩陣式組織結(jié)構(gòu)、協(xié)同高效的運(yùn)行機(jī)制、高度認(rèn)同的組織文化、整合的課程體系、一貫的教風(fēng)學(xué)風(fēng)、聯(lián)貫縱橫的教研機(jī)制、一以貫之的綜合素質(zhì)評(píng)價(jià)體系、教師的全程式培訓(xùn)機(jī)制和九年一貫的學(xué)生自主管理體系九個(gè)維度。為提升這一理論架構(gòu)的可操作性,本研究進(jìn)一步通過(guò)訪談、問(wèn)卷調(diào)查等實(shí)證研究方法,優(yōu)化并最終形成了包含"高度統(tǒng)一的學(xué)校組織目標(biāo)體系、高度認(rèn)同的學(xué)校組織文化、一體化的組織結(jié)構(gòu)與運(yùn)行機(jī)制和一貫統(tǒng)整的學(xué)校組織活動(dòng)"等四個(gè)維度、三十七個(gè)項(xiàng)目的九年一貫制學(xué)校組織效能評(píng)估指標(biāo)體系。最后,本研究以遼寧省***學(xué)校為個(gè)案,運(yùn)用九年一貫制學(xué)校組織效能"特質(zhì)"理論及評(píng)估指標(biāo)體系,對(duì)該校組織效能改革的得失及學(xué)校組織效能現(xiàn)狀加以分析,對(duì)該校進(jìn)一步推進(jìn)組織效能改革提出了六條具體建議。本研究有助于揭示九年一貫制學(xué)校組織的內(nèi)在運(yùn)行機(jī)制,為破解九年一貫制學(xué)校發(fā)展的"瓶頸"問(wèn)題提供了全新的思路,同時(shí)也為教育行政部門進(jìn)一步構(gòu)建適切九年一貫制學(xué)校的質(zhì)量評(píng)估體系提供必要的參考。
[Abstract]:The nine-year school system is the product of the innovation of the compulsory education stage, and is the law of students' physical and mental development and the law of education itself. The new school system which can better carry out the requirement of quality education is advocated. However, some of the nine-year schools that have been built in recent years have not brought into full play the advantages of school system, and the efficiency of running a school is not satisfactory. Through systematic theoretical and practical research, it is urgent to construct a set of school organizational effectiveness theory and evaluation system, which is suitable for the essential characteristics of a nine-year school, which is an urgent task for the development of the connotation of the nine-year school system. It is also the practical need to deepen the reform of compulsory education. Firstly, through the comparative study of "six three" school system and "nine years consistent" school system, this study abstracts that the nine-year consistent school has "consistent". From the perspective of organizational characteristics, this paper analyzes the long-term, consistent and integrated training objectives, organizational structure and management of the nine-year consistent school organization. The five organizational characteristics of organizational culture, curriculum and teaching and research system, human resource system and so on. On the basis of systematically combing the existing research results of school organizational effectiveness theory, this study constructs a nine-year school organizational effectiveness "trait" theory. And draw lessons from the core elements and structure of the previous research on school organizational effectiveness, build a school organizational effectiveness evaluation system which highlights the essential characteristics of nine-year school. The organizational effectiveness of a nine-year continuous school is mainly reflected in two levels: the effect factor and the process factor, and the effect factor points to the degree of achievement of the school training goal. The process elements include the integrated school organization and management, the long-term human resource development system and the consistent integrated teaching and research system, specifically involving the multi-matrix organizational structure. Cooperative and efficient operation mechanism, highly recognized organizational culture, integrated curriculum system, consistent style of teaching and learning, consistent vertical and horizontal mechanism of teaching and research, consistent comprehensive quality evaluation system. In order to improve the maneuverability of this theoretical framework, this study further through interviews, questionnaires and other empirical research methods. It includes four dimensions: a highly unified school organizational goal system, a highly recognized school organizational culture, an integrated organizational structure and operational mechanism and a consistent and integrated school organizational activity. The evaluation index system of the organizational effectiveness of the Nine-year continuous School in 37 projects. Finally, this study takes the school in Liaoning Province as a case study. Based on the theory of "special characteristics" and the evaluation index system of the nine-year school organizational effectiveness, the paper analyzes the gains and losses of the reform of the school's organizational effectiveness and the present situation of the school's organizational effectiveness. Six specific suggestions are put forward to further promote the organizational effectiveness reform of the school. This study is helpful to reveal the internal operating mechanism of the nine-year continuous school organization. It provides a new way of thinking to solve the "bottleneck" problem in the development of nine-year schools, and also provides a necessary reference for the administrative departments of education to further construct the quality evaluation system of nine-year schools.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G637

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