【作者】 唐丽芳；

【导师】 马云鹏；

【作者基本信息】 东北师范大学 ， 教育学原理， 2005， 博士

【摘要】 我国当前的基础教育课程改革和学校优质与现代化的需求,使得学校文化的重建成为必然,学校文化成为课程改革研究领域里一个不可回避的问题。要研究课程变革下的学校文化,涉及到几个相关的问题:学校文化的现状如何?实然学校文化形成的原因有哪些?实然的学校文化对学校课程改革产生了怎样的影响?如何借助学校文化的改造来推进课程改革?围绕这几个相关的问题,从学校文化的分析视角入手,以“学校的历史”、“学校的愿景与目标”、“学校的制度规则”、“学校的人际关系规范”以及“教师的教学实践”几个维度为主,采用观察、访谈、文件分析、问卷调查等多种研究手段,深入地分析了一所普通中学在新课程改革背景下学校文化的实然状况、形成的原因、对新课程改革的影响以及学校文化的变化历程。 研究的数据表明:在物质条件基本满足的条件下,这所学校的学校文化对课程改革产生了重要的影响,并且这种影响具有一定的复杂性、隐秘性和长期性。个案学校的文化中有积极的、适应与推进课程改革的因素,也有消极的、阻碍课程改革的因素。从力-场分析的角度看,消极的力量占据了主流,积极的学校文化特征彰显的程度较小。因此,在这种文化的影响下,学校的课程实施程度不高。 个案学校消极的文化特征是:升学主义主宰的考试文化、优胜劣汰的竞争文化、注重权力等级的权威文化、高压力与高期望的危机文化、层次分明的差别文化、遵守传统秩序的保守文化。这些文化对课程改革实施产生了强烈的制约作用,成为学校变革的障碍:学校的历史导致教师难以放弃升学率,导致教师对新课程的怀疑;学校浓厚的升学率情结导致课程改革目标的悖离;以竞争为主的教师文化导致教师专业发展的保守与孤独;权威文化导致教师对课程参与和决策的疏离;危机文化导致教师对改革的风险趋避;差别文化违背了课程改革的道德目标;保守文化使得传统规范约束下的课程革新步履维艰。积极的文化特征是:良好的社区环境;富有敬业精神的教师文化;注重教师专业能力提升的管理文化;鼓励教师合作的制度文化。这些文化特征推进了课程变革的实施,促进了学校文化开始转化:教师传统观念的动摇和行为选择的多元;教学文化有了一定的转变;教师合作的机会开始增多;对学生主体地位的认可与实践;教师课程资源意识的增强。 学校文化的形成是学校主观选择和客观文化生态环境多种因素相互作用的结果。校长的办学理念和管理方式、教师和学生固有的价值观、家长和社会的期望、教育行政部门的干预等等,这些都构成学校文化的影响因子。因此,对于课程改革来说,要借助学校文化的力量来推进课程实施,实现课程改革的最深层次变革——学校文化的变革,关键是要促进实然学校文化向着理想学校文化的转化。对个案学校的所为进行分析发现,学校做了很多,但是失败之处在于没有营造一种支持改革的文化环境。因此,个案学校的启示就在于,课程改革如果要借助学校文化的力量,从改革干预的角度讲,要关注以下几个方面:识读、评估与理解当前的文化;寻找学校文化重建的策略和路径:抓住当前文化冲突时期的机遇;着眼于合作的教师发展;注重权力关系的改变;培育学校课程实践的英雄;给教师以全面的支持。更多还原

【Abstract】 Nowadays it is necessary for the school culture to transit and rebuild because of theneed of the curriculum reform and the quality of school. The school culture plays a crucialrole in the curriculum reform. It refers to the following questions: the present situation of theschool culture? How to form the school culture? What kind of influence do the current schoolculture has on curriculum? How to advance the curriculum reform with the transformation ofthe school culture? According to these related questions, from the analysis of the schoolculture, it indicates dimensionality of “the history of school”, “the goal of the school”, “therule of school”, “the norm of relation in school” and “teachers’ teaching practices” with thequalitative research method, and analyses the present situation, the cause of forming, theeffect to the curriculum, and the change of the school culture of a middle school since thecurriculum reform appears. The statistics shows that the school culture has an important effect on the curriculumreform on condition that material is enough, and this effect has a certain complexity andpermanence. There are active factors and negative factors in the culture of Case school. Thenegative factors play a dominant role, so the curriculum implement isn’t good. The representative cultural characters of case school are as follows: exam culture,competition culture, authority culture, crisis culture, status difference culture, andconservative culture. All the cultures prevent the implement of curriculum reform. The historyof school lets teachers not give up the rate of entering the high middle school, and results inthe teachers’ doubt of the curriculum reform; the rate of entering the high middle school leadsto the disaccord between the goal of curriculum and present curriculum implement; crisisculture lets teachers avoid the reform; difference culture contravenes the moral goal ofcurriculum reform; conservative culture lets the curriculum reform face a lot of difficulties.From an optimistic point of view, good local surrounding, the teacher culture with the spirit ofdedicating themselves to their studies; manage culture of improving the teaching; rule cultureof encouraging teachers to cooperate. The entire culture promotes the implement ofcurriculum change and the transfer of the school curriculum. The traditional idea of teacherswill change and their action will be of multiplicity; and the teaching culture also changes; thecooperation between teachers becomes more; the idea of student-centered will be acceptedand carried out. The effect between subjective select of school and objective culture surrounding formsthe school culture. Some factors form the school culture such as the concept of openingschools and the management method, the value of teachers and students, the expect of parentsand society, and the intervention of the government. Thus it is critical for curriculum reformto improve transform from the sudden school culture to ideal school culture in order toadvance the curriculum implement and achieve the deepest change –school change with thehelp of the school culture. Form the case, many jobs have been done in school but it is failedto build a culture surrounding to support the reform. So we should pay attention to thefollowing: reading, evaluating and understanding the present culture; looking for the way andstrategy: grasping the conflict of present culture; paying attention to the cooperation amongteachers; paying attention to the change of the leadership; cultivating the hero in schoolpractice; supporting the teachers fully.更多还原