【摘要】： 當(dāng)前,“三級(jí)課程管理”的提出使學(xué)校正經(jīng)受著巨大的沖擊:學(xué)校不得不改變長(zhǎng)久以來(lái)以接受外部科層行政指令為主的習(xí)慣,而訴諸于學(xué)校內(nèi)部自身的調(diào)節(jié);改變以教學(xué)管理為主的模式,而求助于課程管理模式。這給原本準(zhǔn)備就不充分的學(xué)校帶來(lái)了極大的挑戰(zhàn)�！白陨隙隆焙汀白韵露稀钡碾p管模式又使得學(xué)校不得不接受來(lái)自教育行政部門(mén)的指令、專(zhuān)家學(xué)者的指導(dǎo)以及各種教育思潮的影響等。在這一過(guò)程中,教育行政、專(zhuān)家學(xué)者和各種教育思潮之間的沖突又令長(zhǎng)期居于科層體制下的學(xué)校無(wú)所適從,使向來(lái)以“象牙塔”稱(chēng)謂的學(xué)校的“舒適地帶”經(jīng)受了各種威脅,“學(xué)校人”所熟悉的習(xí)慣和經(jīng)驗(yàn)經(jīng)受著挑戰(zhàn),學(xué)校固有的價(jià)值觀念和行為習(xí)慣遭到質(zhì)疑,他們的安全、舒適、穩(wěn)妥的地帶面臨著被顛覆的危險(xiǎn),學(xué)校在課程改革中迷失了自我……如何應(yīng)對(duì)和適應(yīng)這一新的課程改革環(huán)境,需要從根本上了解學(xué)校自身的課程發(fā)展動(dòng)力機(jī)制,以使學(xué)校作為課程的主體勾勒出自我的圖像。相關(guān)研究表明,課程管理是學(xué)校課程實(shí)施中的最主要的動(dòng)力,它決定著課程改革的成敗。因此,當(dāng)前對(duì)這一課題的研究具有重要的意義。 學(xué)校課程管理的目的至少基于以下幾個(gè)問(wèn)題:一是國(guó)家賦權(quán)予學(xué)校,學(xué)校如何行使這種權(quán)力?二是如何使學(xué)校課程管理與新課程理念相呼應(yīng)?三是如何處理傳統(tǒng)教學(xué)管理與課程管理的關(guān)系?全面理解和正確把握這些問(wèn)題已成為目前推進(jìn)我國(guó)新一輪基礎(chǔ)教育課程改革的關(guān)鍵。順著這一思路,我們認(rèn)為在諸多的學(xué)校課程管理的研究項(xiàng)目中,學(xué)校課程管理運(yùn)作過(guò)程的研究是最為重要的,因?yàn)閷W(xué)校課程管理本身就是現(xiàn)實(shí)的,有很多不確定因素,既不是單靠“形而上”的思維能夠完成的,也不是單靠數(shù)量化的標(biāo)準(zhǔn)能夠規(guī)定的,必須從整體上、從實(shí)地去把握其理論的生成。這是形成其它理論研究的基礎(chǔ)。只有了解和把握了現(xiàn)實(shí)學(xué)校中課程管理的運(yùn)作實(shí)際,才能提出合適的原則和方法體系,也才能盡快地打造出學(xué)校課程管理自我的造型。而對(duì)于這一問(wèn)題的研究,在當(dāng)前我國(guó)學(xué)界尚屬空白。 本研究首先對(duì)學(xué)校課程管理基本理論做了較為深入的研究。界定了本文對(duì)課程管理、學(xué)校課程管理、學(xué)校課程管理運(yùn)作過(guò)程內(nèi)涵與意義的基本觀點(diǎn),并對(duì)學(xué)校課程管理運(yùn)作過(guò)程的要素及價(jià)值定位做了較為深入的分析。在此基礎(chǔ)上建構(gòu)了學(xué)校課程管理運(yùn)作過(guò)程機(jī)制。這是本文的理論基礎(chǔ);其次,在對(duì)多所學(xué)校課程管理運(yùn)作過(guò)程的問(wèn)題現(xiàn)狀把握的基礎(chǔ)上,選擇了一所普通學(xué)校S小學(xué)作為研究重點(diǎn)。并從自然生態(tài)、文化生態(tài)和組織生態(tài)三個(gè)方面對(duì)其學(xué)校的生態(tài)現(xiàn)狀進(jìn)行了深入研究,這是本研究的現(xiàn)實(shí)基礎(chǔ);再次,論文立足于扎根理論取向,采用訪(fǎng)談、文件分析、會(huì)議記錄、問(wèn)卷調(diào)查、臨床情境診斷、聽(tīng)課等質(zhì)化研究方法搜集資料,對(duì)S小學(xué)的學(xué)校課程管理運(yùn)作過(guò)程進(jìn)行了深入的剖析。找出S小學(xué)課程管理運(yùn)作過(guò)程中存在的問(wèn)題與沖突,以尋求解決的方略,提煉、發(fā)展研究的問(wèn)題,并對(duì)研究情境中的意義與關(guān)系進(jìn)行描述與解釋,從中歸納、建構(gòu)理論。本文認(rèn)為學(xué)校課程管理的運(yùn)作過(guò)程除了具有與一般的管理運(yùn)作過(guò)程所共有的共性之外,還具有課程管理本身所固有的獨(dú)特性,本文以多學(xué)科的視角透視了S小學(xué)學(xué)校課程的運(yùn)作過(guò)程。在橫向上以課程內(nèi)容作為分析維度,探討了學(xué)校對(duì)課程愿景、課程規(guī)劃和課程實(shí)施的管理;在縱向上以學(xué)校課程管理動(dòng)態(tài)的運(yùn)作過(guò)程加以分析、解釋與研究。 通過(guò)個(gè)案的分析和考察,得出以下結(jié)論:S小學(xué)存在著兩種不同的課程管理運(yùn)作系統(tǒng):即現(xiàn)實(shí)中的學(xué)校課程管理和理念中的學(xué)校課程管理,兩種不同系統(tǒng)之間的矛盾與沖突導(dǎo)致S小學(xué)課程管理運(yùn)作過(guò)程中的諸多問(wèn)題,這也是本文的結(jié)論。歸納起來(lái)主要有:一是S小學(xué)課程管理過(guò)程中有術(shù)語(yǔ)而無(wú)課程管理意識(shí);二是學(xué)校缺乏課程建構(gòu)與管理的能力;三是學(xué)校課程管理的運(yùn)作模式套用教學(xué)管理運(yùn)作模式;四是學(xué)校課程管理對(duì)行政管理手段的過(guò)分依賴(lài);五是“考試至上”的理念操縱著學(xué)校課程管理的運(yùn)作過(guò)程;六是課程教學(xué)變革與組織變革的分離使學(xué)校課程管理流于形式。 最后指出學(xué)校課程管理重建的建議:學(xué)校課程管理重建的前提是超越課程管理與教學(xué)管理的二元思維。并提出了學(xué)校課程管理重建的基本方向:一是在學(xué)校課程管理內(nèi)容上:從單維走向多維;二是在學(xué)校課程管理模式構(gòu)建上:從“平面式管理”走向“立體式管理”;三是在學(xué)校課程管理取向上,從“行政管理”走向“專(zhuān)業(yè)管理”;四是在學(xué)校組織改造的方向上:從“科層”走向“賦權(quán)承責(zé)”;五是在學(xué)校課程制度建設(shè)的方向上:從制度規(guī)范走向制度倫理。
[Abstract]:At present, the proposition of "three-level curriculum management" has made the school suffer a great impact: the school has to change its long-standing habit of accepting administrative instructions from the external departments and resort to the adjustment of the school itself; the school has to change the mode of teaching management and resort to the mode of curriculum management. Schools pose great challenges. The "top-down" and "bottom-up" dual-management model makes schools have to accept instructions from the education administration department, the guidance of experts and scholars, and the impact of various educational trends. In the process, the conflict between educational administration, experts and scholars and various educational trends has lengthened. Schools living under the bureaucracy are at a loss to follow. The "comfort zone" of the school, which has always been referred to as the "ivory tower", has undergone various threats. The habits and experiences familiar to the "school people" have been challenged. The intrinsic values and behavioral habits of the school have been questioned. Their safety, comfort and security zones are facing reversal. How to cope with and adapt to this new curriculum reform environment requires a fundamental understanding of the school's own curriculum development dynamic mechanism so that the school as the main body of the curriculum outlines the image of itself. Motivation determines the success or failure of curriculum reform. Therefore, the current research on this subject is of great significance.
The purpose of school curriculum management is at least based on the following questions: first, how does the school exercise this power when the state gives it power? Second, how does the school curriculum management echo the new curriculum concept? Third, how to deal with the relationship between traditional teaching management and curriculum management? Comprehensively understanding and correctly grasping these problems has become the current promotion Following this line of thought, we think that the study of the operation process of school curriculum management is the most important among many research projects of school curriculum management, because school curriculum management itself is realistic, there are many uncertainties, and it is not only based on "metaphysical" thinking. It is the basis of other theoretical research. Only when we understand and grasp the actual operation of curriculum management in schools, can we put forward the appropriate principles and methods system, and can we build it as soon as possible. The self-styling of school curriculum management is still blank in the academic circles of our country.
Firstly, the basic theory of school curriculum management is studied deeply in this paper. The connotation and significance of the course management, school curriculum management and school curriculum management are defined, and the elements and value orientation of school curriculum management are analyzed. This is the theoretical basis of this paper. Secondly, on the basis of grasping the current situation of the operation process of curriculum management in many schools, a primary school S is selected as the research focus. The ecological status of the school is deeply studied from three aspects: natural ecology, cultural ecology and organizational ecology. Thirdly, based on the grounded theoretical orientation, the paper uses qualitative research methods such as interviews, document analysis, meeting records, questionnaires, clinical situation diagnosis, lecture attendance to collect data, and makes a thorough analysis of the operation process of school curriculum management in S primary school. Problems and conflicts exist in order to seek solutions, refine and develop research problems, and describe and explain the meaning and relationship in the research situation, from which to induce and construct theory. This paper examines the operation process of S primary school curriculum from a multi-disciplinary perspective. It explores the management of curriculum vision, curriculum planning and curriculum implementation from a horizontal perspective with curriculum content as an analytical dimension, and analyzes, explains and studies the dynamic operation process of school curriculum management vertically.
Through the analysis and investigation of the cases, the following conclusions are drawn: there are two different operation systems of curriculum management in S primary school: school curriculum management in reality and school curriculum management in concept; the contradictions and conflicts between the two systems lead to many problems in the operation of S primary school curriculum management, which is also the conclusion of this paper. It includes: first, there are terms in the course of S primary school curriculum management without curriculum management consciousness; second, the school lacks the ability of curriculum construction and management; third, the school curriculum management operation mode applies the teaching management operation mode; fourth, the school curriculum management over-reliance on administrative means; fifth, the management of "examination first" Reading controls the operation process of school curriculum management. Sixthly, the separation of curriculum reform and organizational change makes school curriculum management formalized.
Finally, it points out that the premise of school curriculum management reconstruction is to transcend the dual thinking of curriculum management and teaching management, and puts forward the basic direction of school curriculum management reconstruction. Thirdly, in the orientation of school curriculum management, from "administrative management" to "professional management"; fourthly, in the direction of school organization reform, from "bureaucracy" to "empowerment and responsibility"; fifthly, in the direction of school curriculum system construction, from system norms to system ethics.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G423

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前10條

1 韓子杰;培訓(xùn)機(jī)構(gòu)課程管理的研究[D];華東師范大學(xué);2010年

2 王婷;學(xué)校課程規(guī)劃研究[D];山東師范大學(xué);2011年

3 楊萍;項(xiàng)目課程實(shí)施中的高職教師適應(yīng)研究[D];華東師范大學(xué);2011年

4 范時(shí)丹;基于MIS的學(xué)生信息管理系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)[D];電子科技大學(xué);2011年

5 楊慧蓮;高中語(yǔ)文教師課程意識(shí)的現(xiàn)狀與對(duì)策[D];廣西師范大學(xué);2011年

6 郭碧乃;應(yīng)用型本科院校課程管理研究[D];廣州大學(xué);2011年

7 張愛(ài)芹;主體性視角下高職院校課程管理研究[D];華東師范大學(xué);2010年

8 劉曉靜;學(xué)校文化變革過(guò)程研究[D];華東師范大學(xué);2010年

9 王鴻雁;初中校本課程實(shí)施有效性研究[D];魯東大學(xué);2012年

10 王婷婷;基于協(xié)同創(chuàng)新的高職項(xiàng)目課程改革研究[D];廣東技術(shù)師范學(xué)院;2013年

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本文編號(hào)：2176190