【摘要】：隨著社會(huì)經(jīng)濟(jì)的發(fā)展,人們對(duì)于教育資源的需求與日俱增,但是由于各種原因,我國基礎(chǔ)教育的發(fā)展很不均衡,優(yōu)質(zhì)資源相對(duì)稀缺�；A(chǔ)教育的發(fā)展在區(qū)域之間的不均衡性差異非常明顯,這種不均衡不僅表現(xiàn)在不同區(qū)域之間,在一定區(qū)域內(nèi)部,也有很大的不均衡。這種教育不均衡不僅促成了"擇校熱",也極大的損害了教育的公平性。為了促進(jìn)基礎(chǔ)教育的均衡發(fā)展,盤活教育資源,提高其利用率,全國各地區(qū)都進(jìn)行了相應(yīng)的教育改革和實(shí)踐。較為顯著的有教育聯(lián)盟、教育幫扶、互助學(xué)校、手拉手學(xué)校、教育集團(tuán)、委托管理等多種辦學(xué)形式,其中集團(tuán)化辦學(xué)模式最為顯著。集團(tuán)化辦學(xué)就是以一所優(yōu)質(zhì)學(xué)校為核心,整合多個(gè)相對(duì)薄弱學(xué)校,形成一個(gè)跨越區(qū)域、覆蓋各個(gè)不同教育階段的教育綜合體。在集團(tuán)內(nèi)部,各個(gè)分校和核心校的關(guān)系分為不同類型。這種不同的關(guān)系類型導(dǎo)致集團(tuán)對(duì)于分校的管理方式也不同。其一為核心校和分校共有一個(gè)法人代表,這種關(guān)系類型采用的管理方式為緊密型的直接管理,其二為分校是獨(dú)立法人,并有自己的法人代表,這種關(guān)系類型所采用的管理形式為松散的委托管理。委托管理是集團(tuán)化辦學(xué)中經(jīng)常采用的一種管理形式。本研究通過對(duì)現(xiàn)有的文獻(xiàn)資料進(jìn)行分析和委托管理的實(shí)踐調(diào)研,對(duì)委托管理進(jìn)行了探索,以期為教育領(lǐng)域的學(xué)者和實(shí)踐者提供一定的借鑒。委托管理解決了學(xué)校的行政歸屬問題,在一定程度上帶動(dòng)了被托管學(xué)校的發(fā)展,但是被托管學(xué)校作為一個(gè)特殊的利益相關(guān)者,在管理決策、文化沖突、績效考評(píng)等方面面臨著管理困境。要解決委托管理的管理困境,筆者認(rèn)為應(yīng)該從管理制度入手,構(gòu)建起管理決策機(jī)制、信息溝通機(jī)制、績效考評(píng)機(jī)制。只有先構(gòu)建好科學(xué)的組織機(jī)制,才能推動(dòng)被托管學(xué)校的發(fā)展,從而達(dá)到集團(tuán)化辦學(xué)的核心目的。
[Abstract]:With the development of social economy, the demand for educational resources is increasing day by day. However, because of various reasons, the development of basic education in our country is very uneven, and the high-quality resources are relatively scarce. The development of basic education is very different from one region to another, which is not only shown in different regions, but also in a certain region. This kind of educational imbalance not only contributes to the "school selection fever", but also greatly impairs the fairness of education. In order to promote the balanced development of basic education, activate the educational resources and improve the utilization rate, the corresponding educational reform and practice have been carried out in all regions of the country. There are many kinds of educational alliance, educational aid, mutual aid school, hand-in-hand school, educational group, entrustment management and so on, among which the group school running mode is the most significant. Collectivization of running a school is to take a high-quality school as the core, integrate a number of relatively weak schools, and form an educational complex that spans the region and covers different stages of education. Within the group, the relationships between each branch and core school are divided into different types. This kind of relationship causes the group to manage the way to branch school also different. One is that the core school and the campus have a legal person representative, the other is that the school is an independent legal person and has its own legal person representative, the management mode of this kind of relationship is the direct management of the tight type, the second is that the branch school is an independent legal person and has its own legal person representative. The management form of this kind of relationship is loose delegation management. The entrustment management is a kind of management form which is often used in the collectivization school running. Based on the analysis of the existing literature and the practice of entrustment management, this study explores the entrustment management in order to provide some reference for the scholars and practitioners in the field of education. Entrustment management solves the problem of administrative ownership of the school, to a certain extent, promotes the development of the trusteeship school, but as a special stakeholder, the trusteeship school is in the management decision-making, cultural conflict, Performance evaluation and other aspects are facing management difficulties. In order to solve the management dilemma of entrustment management, the author thinks that we should start with the management system and construct the management decision-making mechanism, information communication mechanism and performance appraisal mechanism. Only by constructing scientific organization mechanism can we promote the development of trusteeship schools and achieve the core goal of collectivization.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G639.2

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