本文關(guān)鍵詞： 學(xué)校組織變革 課堂教學(xué)改革 教學(xué)系統(tǒng)重建 管理系統(tǒng)改進 領(lǐng)導(dǎo)變革　出處：《華東師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：課堂教學(xué)改革的啟動與推進,同現(xiàn)行學(xué)校的組織制度、規(guī)則以及行為方式等,正日趨產(chǎn)生諸多的摩擦與沖突。由此,基于課堂教學(xué)改革的組織變革問題——探究課堂教學(xué)改革與學(xué)校組織變革之間的關(guān)系、促使課堂教學(xué)改革持續(xù)深入的學(xué)校組織變革過程及策略、課堂教學(xué)改革實踐中學(xué)校組織變革的一般規(guī)律,就顯得極為迫切。本研究采用質(zhì)的研究之案例研究方法。在文獻梳理的基礎(chǔ)上,基于課堂教學(xué)改革的學(xué)校組織變革研究理論假設(shè),對三個典型學(xué)校案例系統(tǒng)考察,分別描述并討論課堂教學(xué)改革啟動與學(xué)校環(huán)境改變的依存關(guān)系,課堂教學(xué)改革導(dǎo)致的學(xué)校組織行為轉(zhuǎn)變,為推動課堂教學(xué)改革對學(xué)校管理系統(tǒng)的改進,為深化課堂教學(xué)改革所發(fā)生的學(xué)校領(lǐng)導(dǎo)變革,進而概括基于課堂教學(xué)改革的學(xué)校組織變革的一般性結(jié)論。研究的主要內(nèi)容包括:在剖析案例學(xué)校課堂教學(xué)改革引發(fā)的學(xué)校教學(xué)、管理系統(tǒng)改進與領(lǐng)導(dǎo)變革過程中,探討課堂教學(xué)改革啟動同學(xué)校環(huán)境要素關(guān)系及管理策略,推進課堂教學(xué)改革實踐與學(xué)校教學(xué)系統(tǒng)重建過程及策略,適應(yīng)課堂教學(xué)改革需要的學(xué)校管理系統(tǒng)改進理論與策略,深化課堂教學(xué)改革的學(xué)校領(lǐng)導(dǎo)變革類型及策略,課堂教學(xué)改革引發(fā)學(xué)校組織變革的過程,以及與此直接相關(guān)的學(xué)校組織變革關(guān)鍵因素與實施原則。基于以上分析,本研究概括得出的結(jié)論是:第一,基于課堂教學(xué)改革的學(xué)校組織變革遵循"理性→行動→策略→制度化"的循環(huán)運行規(guī)律。學(xué)校組織變革以體現(xiàn)師生"主體性"價值的課堂教學(xué)改革為立足點;通過領(lǐng)導(dǎo)者角色轉(zhuǎn)變,分權(quán)授權(quán)予中層領(lǐng)導(dǎo)和教師,激發(fā)教師對學(xué)校特色理念的信奉與遵從,促使教師成為變革行動者;施以系統(tǒng)策略,包括教學(xué)模式推行、班級管理轉(zhuǎn)型、教學(xué)評價優(yōu)化、備課組建制化等的教學(xué)系統(tǒng)重建策略,推進組織結(jié)構(gòu)職能轉(zhuǎn)變、管理流程改造、學(xué)校制度創(chuàng)新等管理系統(tǒng)改進策略,通過領(lǐng)導(dǎo)者理念引領(lǐng)與行動示范、權(quán)力調(diào)整、組織文化營造、強化輸出等學(xué)校領(lǐng)導(dǎo)變革策略;推動教學(xué)行為持續(xù)轉(zhuǎn)變、管理方式不斷創(chuàng)新與組織文化加快轉(zhuǎn)型及學(xué)校環(huán)境關(guān)系改善,進而促使組織變革的制度化。第二,基于課堂教學(xué)改革的學(xué)校組織變革實施原則。其一,目標體系重建,包括建構(gòu)實現(xiàn)師生"主體性"價值的教學(xué)系統(tǒng)目標、改進科層制下的教師專業(yè)自治管理系統(tǒng)目標、確立走向?qū)W習(xí)共同體的學(xué)校領(lǐng)導(dǎo)變革目標。其二,關(guān)聯(lián)策略施行,包括課堂教學(xué)改革策略、教學(xué)系統(tǒng)重建策略、管理系統(tǒng)改進策略、領(lǐng)導(dǎo)變革策略等。其三,學(xué)校文化重塑,以"師生主體性"價值觀為核心,重塑學(xué)校教學(xué)、管理和領(lǐng)導(dǎo)行為,踐行"主體性"教學(xué)觀、主體教育管理觀與"變革性實踐"領(lǐng)導(dǎo)觀,推動學(xué)校組織各系統(tǒng)的變革。形成以"主體性"價值為統(tǒng)領(lǐng),各系統(tǒng)目標遞進、多層面策略關(guān)聯(lián)、相互促進的改革合力。第三,基于課堂教學(xué)改革的學(xué)校組織系統(tǒng)變革的模型建構(gòu)。對以課堂教學(xué)改革為中心、自內(nèi)向外的同心五層環(huán)線漩渦模型及其動力分析發(fā)現(xiàn),學(xué)校組織系統(tǒng)變革的動力,源于以課堂教學(xué)改革為核心的各系統(tǒng)變革運行中師生"主體性"價值的彰顯與目標引領(lǐng)、以專業(yè)權(quán)力與道德領(lǐng)導(dǎo)力為主的權(quán)力驅(qū)動、組織策略轉(zhuǎn)化、最終通過制度化得以維系和穩(wěn)固,是理念引領(lǐng)、權(quán)力驅(qū)動、組織轉(zhuǎn)化、制度維系等四種力量的持續(xù)整合。
[Abstract]:With the advance of the classroom teaching reform started, with the current school organizational system, rules and behavior, is becoming more and more friction and conflict many. Thus, the relationship between organizational reform of classroom teaching reform based on inquiry teaching reform and school reform, promote classroom teaching reform deepening school organizational change process general rules and Strategies, classroom teaching reform in the practice of school organization change, is extremely urgent. This study adopts case study method of qualitative research. Based on the literature review, the school organizational change research hypothesis based on the classroom teaching reform, the research of the three typical cases of the school system, the discussion of classroom teaching the start of reform and school environment change and describe the dependency relation, school organizational behavior change leads to the classroom teaching reform, in order to promote classroom teaching Improvement of the school management system reform, the school leadership reform deepening the classroom teaching reform has occurred, and then summed up the general conclusion of school organizational change classroom teaching reform. Based on the main research contents include: analysis of the case teaching in the classroom teaching reform the school management system, improvement and leadership in the transformation process, to explore the classroom teaching reform started school environment factors relationship and management strategy, promote the reform of classroom teaching and practice teaching system reconstruction process and strategy, to adapt to the school classroom teaching management system reform to improve the theory and strategy of school leadership, change type and strategy of deepening the reform of classroom teaching, classroom teaching reform causes the process of school organization, and school organizational change is directly related to the key factors and implementation principle. Based on the above analysis, this study summarized the The conclusion is: first, cyclic operation rules of school organizational change classroom teaching reform follow the "rationality and action, strategy, system" based on school organizational change to reflect the reform of classroom teaching and students' subjectivity value as the starting point; through the leader role transformation, decentralization delegated to middle managers and teachers, stimulate in compliance with the concept of teachers on the school characteristics, encourage teachers to become actors to change; system strategy, including the implementation of the teaching mode, class management transformation, optimization of teaching evaluation, teaching system for preparing reconstruction strategy etc., to promote the transformation of organization function, management process reengineering, improvement strategy of school system innovation management system, through the the leader idea and action demonstration, power adjustment, organizational culture construction, strengthen the output of school leadership change strategy; promote the teaching behavior of continuous change, management The type of innovation and organizational culture transformation and accelerate the improvement of the school environment, and promote the institutionalization of organizational change. Second, the implementation of the principle of school organization reform of classroom teaching reform. Based on the target system, target reconstruction, including the construction of teaching system of teachers' subjectivity value, improve teachers' professional under bureaucracy autonomous management system to establish goals, learning objectives of school leadership reform community. Second, association strategy implementation, including the reform of classroom teaching strategies, teaching system reconstruction strategy, improvement strategy management system, change leadership strategies. Thirdly, to reconstruct school culture, teachers and students "subjectivity" as the core values, rebuild the school teaching management. And leadership behavior, the practice of "subjectivity" teaching concept, subjective educational management view and "revolutionary practice" leadership, promote the organization of the school system reform. The formation of the "subjectivity" price The value of the system as a guide, progressive, multi level strategy, reform and promote each other together. Third, the construction of school organization system reform classroom teaching reform model based on. On the reform of classroom teaching as the center, five concentric ring vortex model and its dynamic analysis from inside to outside of the school system and found that dynamic change, originated from the reform of classroom teaching is the core of the system reform in the operation of teachers and students "subjectivity" and highlight the value goal lead, with professional authority and moral leadership based power driven organization transformation strategy, finally through institutionalized sustained and stable, is the concept of lead, power driven, organization transformation, continuous integration to maintain the four kinds of power system.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G47

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