【作者】 夏雪梅；

【导师】 崔允漷；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2008， 博士

【摘要】 我国的中央集权制度决定了自上而下的课程变革实施必然会在很长一段时间内是我国课程变革的主流。本研究旨在联结宏观的国家课程变革与微观的学校变革,从学校这一变革实际发生的产地自下而上地研究课程变革的实施过程。本研究的主要问题是:(1)我国的学校是怎样的组织?(2)我国学校组织如何实施自上而下的课程变革?(3)课程变革与学校组织在实施过程中怎样相互作用?本研究的理论框架主要建立在两条理论线索的考察上:一是公共政策实施和课程实施的理论和研究;二是组织和组织变革理论以及学校运作和变革的研究。本研究最后形成了研究我国学校运作和变革实施的层级模型,考察学校的组织域、制度层、管理层、技术层等四个层级的变革实施过程。这四个层级的变革实施过程既是资源的处理过程,同时也是权力和文化的运作过程。本研究运用田野研究的方法,选择关键案例,从组织运作过程和实施过程两方面收集资料。根据本研究的问题,主要研究结论如下:第一,我国的高中组织是不断追求效能的紧密组织。我国学校的组织域主要由省、市、区级的地方政府,家长、同类型的学校等三个部分组成,它们从权力、认知、行为等三个方面对学校施加相互冲突的制度和技术控制,学校须采取诸如脱钩、各层级的高度分化、保守的进步主义等方式应对这些冲突的要求。组织域施加的最强有力的控制体现在学校效能上,学校组织在追求效能的过程中,变得越来越紧密。这种紧密不仅体现在资源的分配上,而且体现在文化、权力的一致性和集权性上。第二,课程变革的实施过程镶嵌于各层级的日常运作过程中。与教学核心紧密相连的模块课程政策被学校组织的日常运作同化的程度要远远高于与教学核心相距较远的校本课程政策。在两种课程政策的实施过程中,上一层级的资源走向往往限制了下一层级的实施运作,尤其体现在时间和人员资源上。在非资源性的活动中,由于各层级在行动结构上都有一定的决策权限,实施活动并不会体现资源活动中较明显的线性关系,而呈现比较丰富而多样的路径。各层级的实施活动还取决于这一层级的关键个体对变革的理解、意愿和能力。第三,学校组织对课程变革调适远高于课程变革对学校组织的调适。在实施过程中,两个课程政策的概念内涵、价值取向、理想的操作方式都受到了学校组织的极大调适。相反,虽然学校组织各层级的正式结构在课程变革的作用下产生了一些变化,但层级内部和之间的基本行动结构没有发生变化。本研究的意义在于整合组织理论、课程实施理论和政策实施理论,弥补当前课程变革实施知识基础的不足,打破理论的疆界,在相关理论的交汇点生发新的知识。本研究揭示了我国当代学校组织的状态,试图打开影响课程变革成败的黑箱,为三级课程管理中学校一级的课程管理提供策略模型,形成我国学校实施课程变革的方法论。更多还原

【Abstract】 Centralization system in China determines that the implementation of the top-down curriculum change will be the mainstream of the Chinese curriculum change for a long time. This research integrated the macro curriculum change and the micro school change, and studied the process of implementation of curriculum change from school the very place where change happened. This research addressed 3 questions: a) What are Chinese school organizations like? b) How have the school organizations implemented the top-down Curriculum Change? c) How have the curriculum changes and school organizations interacted with each other?The theory frame mainly built on the investigation of two theory clues, one was the theory and the study of the public policy implementation and curriculum implementation, the other was the study of organization and organizational change theories, as well as the theories of school operation and change. This research finally formed the layer model which included school organization field, systematic level, managerial level and technological level. The process of implementation was not only the process of dealing with the resources but also the operation process of power and culture.Utilizing field research, this research chose key case, and collected various data from the process of organization and implementation. According to the research’s issues, the main findings were as follows:Firstly, Chinese high school organization was a kind of tight organization which pursued efficiency. Different levels of local governments, parents and similar types of schools constituted a political, hierarchical while market-oriented, elite-approached organizational filed which controlled schools in the aspect of power, cognition and behavior. These control systems were contradictious, thus schools had to use tactics such as decoupling, high-degree differentiation and conservative progressivism to address the conflicting demands. The most powerful control lied in the school efficiency, school organization became tighter and tighter during the process of pursuing efficiency. This tightness could be found not only on the resource allocation, but the consistency and centralization of culture and power.Secondly, the implementation of curriculum change embedded in the process of the daily operation of school organization. The module curriculum policy which was closely connected to instruction was assimilated more intensively by school organization’s daily operation than by school -based curriculum policy which was far from the instructional core. In the implementation of the two curriculum policies, the resources trend of the upper level often influenced the actual operation of the lower level, especially lied in the issue about time and personnel. As to the non-resources activities, because of the limitation to the hierarchies’ decision-making, implementation would not present obvious linear activities but relative abundant and diverse routes. The implementation of different hierarchies also depended on the hierarchy ’s critical figure’s understanding、willing and capability to the curriculum change.Thirdly, the adjustment from school organization to curriculum change was more intensive than that from curriculum change to school organization. In the process of implementation, the concept connotation, value orientation, and ideal practice were all adjusted greatly by school organization. On the contrary, although curriculum change has made the formal structure of school organization more or less different, but the hierarchy inside and among basic action structures has not changed at all.The significance of this study lied in integrating the organization theory, curriculum implementation theory and policy implementation theory, remedying defects of the current curriculum change’s basic knowledge, breaking the boundaries among theories, generating the theory vacancy on the converging point of the related theories. This study appealed the state of our contemporary school organization, intended to open the black box of the curriculum change, and supplied a policy model to school’s management of the three-level curriculum management, forming the methodology of our school curriculum change’s implementation.更多还原