学校变革主体动力研究

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英文题名：Study on Individual Dynamics of School Change 作者：孙翠香 论文级别：博士 学科专业名称：教育学原理 中文关键词：学校变革 ; 学校变革动力 ; 主体动力 英文关键词：School Change ; Dynamics of School Change ; Individual Dynamics of School Change 学位年度：2010 导师：范国睿 学科代码：040101 学位授予单位：华东师范大学 论文提交日期：2010-04-01 答辩委员会主席：叶澜

摘要

在一个动态、变化、充满挑战和机遇的社会里,变革已成为学校的一种生存常态。学校变革是指学校作为一种独立的社会组织形态,在多种因素的交互作用下,其组织成员及学校组织本身所发生的、复杂动态的变化过程及结果。当前的学校变革理论研究还处于探索和构建阶段,尚缺乏学校变革主体动力的系统研究,同时,学校变革实践也在某种程度上陷入主体动力不足或动力缺乏的困境,因此,学校变革主体动力研究就成为亟需。我们采用文献分析法和案例分析法,对学校变革主体动力进行了系统的研究。
     学校变革动力是指引起或推动学校变革的某种力量或力量的集合。学校变革主体动力是由多元主体动力构成的复杂动力系统,包括校长、教师、学生和政府等多维主体动力,多维主体动力间存在着复杂、立体、动态的交互作用。在分析每一主体动力类型时,我们基本遵循如下的分析脉络：每一主体类型成为学校变革动力的学理分析、现状分析、条件分析、风格类型分析、限度分析以及变革利益分析。总体来看,每一主体动力类型都具有成为学校变革动力的逻辑可能性和必要性,但学校变革实践中这些主体动力的现状却与理论分析存在较大差距；每一主体动力类型成为学校变革动力的条件并不尽相同,但变革意愿和变革能力却是每一种主体动力类型成为学校变革动力的基本条件；不同类型的主体动力在学校变革实践中表现出不同的风格类型；并且,不同类型的主体动力在学校变革实践中的利益需求并不尽相同。我们认为,对于学校变革的主体来说,利益是决定每一主体成为学校变革动力的最根本的因素,不同主体之间的利益冲突成为钳制学校变革过程及绩效的“紧箍咒”,学校变革的发生与否及动力维持是不同主体之间利益博弈的结果,实现利益共享是维持每一主体最大动力的最佳平衡点。
     在对主体动力分析的基础上,我们提出了学校变革主体动力的激发和维持策略。首先,学校变革权“委托-代理”关系的再设计,是主体动力激发的制度保障；其次,进行利益补偿,实现学校变革参与主体各方利益的“帕累托均衡”,是主体动力激发的关键。除上述两点之外,对于不同的主体动力来说,我们聚焦的激发策略略有不同,我们分别聚焦于校长的愿景形成和能力发展、教师学习、“以学生利益为中心”的变革政策再设计和学生变革能力发展、以及政府的“权力让渡”与“内动力激发”。
Change has become a common phenomenon for a school to survive in a moveable, changeable and challeneable society. School is an independent social organization; school change refers to the complicated changing process and result that occur to the organization members and the school itself interacting with multiple factors. The current theoretic research on this topic still stays at the stage of exploratory and construction. Systematic theoretic researches on individual dynamics of school change (IDSC) have not been really generated. And the practice of school change is also in the predicament; therefore, study on individual dynamics of school change (IDSC) becomes a necessity to get this started immediately. This paper, using methods of literature review and case studies, systematically investigated the individual dynamics of school change.
     The dynamics of school change refer to a certain type of force or a force combination which pushing the school begins to change. The individual dynamics of school change is a complex dynamics system consisting of multi-individual, which composed of principals, teachers, students, and government. Among the multi-individual dynamics exists a complex interaction. Basic rules should be followed when the individual dynamic system is analyzed, i.e., each type of individual should be analyzed in terms of logical analysis, current status, conditions, style types, limitations, and change benefits. In general, every individual type has logical possibility and necessity to be a dynamics for school change. However, there is a big gap between the existing status of these individual dynamics and theoretical analysis. And every individual type needs to meet different conditions to become a school change dynamics, and different individual dynamics type requires different benefit which is supposed to be the vital factor. However, benefit conflicts among the individual have become the bottleneck of school change development and outcome. The result of benefits game will decide the generation of the change and dynamical balance, and the realization of benefits sharing is the best lever to maintain each individual's most effective power.
     Based on the analysis of individual dynamics, this paper provided the strategies of stimulating and maintaining of IDSC. First, the institutional guarantee is to redesign the Principal-Agent relationship of change authority. Second, the key is to make benefit compensation and realize the Pareto Equilibrium among all the individual in school change.In addition, different strategies apply to different individual dynamics. Focuses in this paper are principal's vision and capability development, the teachers'learning, the redesigning of change policy which focusing on the students'benefits as well as the capability development of students, and the government and educational administration's release of their authority and the stimulating of the internal dynamics.

引文

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