作　　者： ;

机构地区： 嘉应学院教育科学学院

出　　处： 《高教发展与评估》 2017年第6期78-86,共9页

摘　　要： 地方高师院校综合化经历了一个从理性到有限理性再到非理性的过程。地方高师院校在综合化的初始阶段是理性的,综合化发展是地方高师院校基于内外部环境、条件对未来预测和利益最大化所做出的理性选择。规章制度基础上的综合化、信息不确定性和信息解释不同、组织目标替代等因素决定了这种理性必然是有限理性。有限理性为非理性提供了机会和可能,合法性机制是非理性的驱动力,在地方高师院校综合化的后期,其非理性表现为:答案导向,对激励制度过度积极反应,制度性模仿,趋同,特色不明显等。对地方高师院校综合化而言,合理的制度设计是起点,科学定位是关键,正视问题是核心,不同阶段的理性审视是重点。 Since the last century in 1990 s,local normal colleges have experienced a process from rationality,bounded rationality to irrationality.The local normal colleges in the initial stage are rational and comprehensive development based on the internal and external environment and conditions,the future prediction and the benefits.However,due to the integration based on rules and regulations,information uncertainty,different information interpretation,and organizational objectives,the rationality is bound to be a limited one.The limited rationality provides the opportunity and possibility for the irrationality,while the legal mechanism is the driving force of the irrationality.In the later part of integration,the irrational performances include:answer oriented,excessive positive response for incentive system,institutional imitation,convergence,and inconspicuous characteristics.For the local normal colleges comprehensive,reasonable system design is the starting point;scientific positioning is the key;facing the problem is the core;the rational examination in different stages is the key.

关 键 词： 地方高师院校 综合化发展 教师发展 办学特色 办学定位

领　　域： [文化科学—教育学]