作　　者： ;

机构地区： 华南师范大学

出　　处： 《教育发展研究》 2016年第12期46-51,共6页

摘　　要： 学校改进内生模式的核心在于学校的主体自觉。从组织文化的视角看，欠发达地区学校自主改进存在三重困境：组织认同困境、组织氛围困境、组织变革困境。在大学与中小学合作关系的框架下，大学促进欠发达地区学校改进内生模式的建构，需要立足于变革型组织文化建设，着眼于凝聚共识、价值引导、关系改造、专业能力提升几方面，并经由诊断一聚焦一制案一行动四个环节所构成的完整过程予以实现。 Core of the endogenous mode of school improvement lies in school subject consciousness. From the view of organizational culture, it is shown that school self-improvement in underdeveloped areas is faced with three predicaments： organizational identification, organizational climate, and organizational changes. Under the framework of cooperative relations between universities and primary and secondary schools, it is needed to focus on various aspects, such as consensus building, value guidance, relationship reform, and the promotion of professional ability in order to make universities have positive impacts on school improvement in underdeveloped areas. Additionally, a full process, which consists of four links, namely, diagnosis, focus, outline, and actions, is also essential for the achievement of our goal.

关 键 词： 学校改进 内生模式 主体自觉 教育场域 组织文化

分 类 号： [G41]

领　　域： []