20世纪80年代我国中小学领导管理体制改革之研究

【作者】 赵旭东；

【导师】 廖其发；

【作者基本信息】 西南师范大学 ， 教育史， 2001， 硕士

【摘要】 20世纪80年代在我国进行的中小学领导管理体制改革是1978年以来我国中小学进行的最重要的、影响最深远的教育改革之一。一方面它奠定了现行中小学领导管理体制的基础，在实践中起了一定的积极作用。但另一方面它又存在一些明显的不足。因此，要深化现行中小学领导管理体制改革需要研究80年代中小学领导管理体制改革。然而学术界对这次改革的研究十分薄弱，表现在：多数研究者是站在实践的角度，就事论事；大多数的研究范围狭窄，理论性不高，研究的角度不新，故查阅文献时往往可以发现，很多文章内容大同小异。有鉴于此，本文选择80年代中小学领导管理体制改革为研究论题。本文研究的目的一方面是理清该段历史，以便人们进一步了解这段历史；另一方面是认真总结其中的经验教训，以便为当前和未来中小学领导管理体制改革提供借鉴。 本文除导言之外，共有四个部分。 第一部分论述了80年代在我国进行的中小学领导管理体制改革的经济、政治、教育等原因。 第二部分叙述了80年代我国中小学领导管理体制改革的历程。其改革历程大致以1985年为界分为两期，前期改革以拨乱反正，纠正文革中的错误做法为主，其特点是建立了相对集中的中小学领导管理体制；后期的改革以克服80年代初期的中小学领导管理体制存在的弊端，调动各方积极性为主，其特点是将中小学的领导管理权层层下放，建立了以分权为特征的中小学领导管理体制。 第三部分是对80年代我国进行的中小学领导管理体制改革的评价。多数研究者认为，80年代中小学领导管理体制改革的基本方向是正确的，但仍需完善。本人基本赞同这种观点，但同时认为，在充分肯定这次改革取得的成绩的同时， 更应看到它的失误，因为其失误是未来中小学领导管理体制改革的突破口之一。 其失误主要表现在：缺乏必要的理论指导，在价值取向上重技术价值，轻人文 价值；缺乏理想的改革目的；改革的实施有不妥之处；改革带来了一些新问题。 最后一部分是从80年代在我国进行的中小学领导管理体制改革的经验教训 出发，对当前和末来我国中小学领导管理体制改革的对策提出了自己的看法。 在未来中小学领导管理体制改革的对策中，笔者提出未来改革的基本方向是完 善80年代的中小学领导管理体制。其内容主要有：首先，加大中小学领导管理 体制改革的研究力度：这种研究，既包括对中小学领导管理体制改革理论的研 究，又包括其历史与现实的研究。其次，完善中小学领导管理体制改革的目标， 建立一个应然与实然相统一的改革目标。再次，在中小学外部领导管理价制方 面，建立一个分级管理与适度集中相结合的管理模式；强调要加强中央与省级 政府对中小学教育的宏观调控和管理力度，明确提出要取消乡镇政府和村委会 对中小学教育的管理权；建立以县级管理或市级管理为主的中小学领导管理体 制。第四，在内部中小学领导管理体制方面，提出实行校长负责制的同时还要 实行对校长进行监督的制度；以及推行“三制”的同时还应建立仲裁委员会制， 以解决推行“三制”过程中产生的各种纠纷。同时强调外部中小学领导管理体 制与内部中小学领导管理体制要协调一致，不能相互冲突与矛盾。最后，对改 革的实施策略以及评价等方面提出了自己的看法。更多还原

【Abstract】 The innovation of the primary and middle school leadership administration systemin I 980s has been one of the most important and far-reaching educational reformssince 1978. It lays a foundation of the primary and middle school leadershipadministration system today, and plays positive roles in practice. So, in order to deepenthe primary and middle school leadership administration system today, we must studyits counterpart in 1980s. However, the reseai~ch on this reform has been very weak inacademic circles. For example, most researchers considered this innovation as it stand,only from the view of practice, and narrowed their researches on certain aspects. Sotheir researches have low theoretic values and obsolete viewpoints. When looking upin bibliographies, we can always find these essays have little difference. Therefore thisarticle picks out the primary and middle school leadership administration system in1980s as the research title. The researching goals of this article are to put the history ofthe innovation of the primary and middle school leadership administration system in1980s in order, so that people can understand further it on one side, on the other side,to learn from seriously the experience and. lessons to serve the primary and middleschool leadership administration system in the future.This article is made up of four sections except the introduction.In the first section, this article discusses the need of the development of economy,politic and education of the primary and middle school leadership administrationillsystem in 1980s.In the second section, the article narrates the innovation of the primary and middleschool leadership administration system in 1980s. Two periods can be divided by theyear of 1985. The first period reform focused on bringing order out of chaos, puttingright the mistakes in the course of the Great Cultural Revolution, and established therelative centralized leadership administration system. The second period reform paidits attention to overcoming some disadvantages of the first period reform and arousingthe enthusiasm of all participants. It was characterized by the transferring of the powerof the leadership administration. A school leadership administration systemcharacterized by decentralization is established. Because the second period reform aremore influential to the present education system, this article particularly emphasizes onthe reform of primary and middle school leadership administration system in late1980s.The third section is about the evaluation of the primary and middle schoolleadership administration system in 1980s. Most scholars believed that the basicdirection of this reform is correct but imperfect. So does the author. But it is notenough that this conclusion can be drawn. The author holds that the achievements ofthis innovation must be affirmed and the fault must be understood because its fault isone of breaches of the innovation of the primary and middle school leadershipadministration system in the fitture. Its fault was that the reform lacked of necessarytheory, attached importance to technical value, and made light of human value, lackedof ideal reform goal, exerted a lot of new problems, and so on.In last section, the article puts my opinions of the primary and middle schoolleadership administration system in the present and future, from the innovation of theexperience and lessons of the primary and middle school leadership administrationsystem in 1980s. The author thinks the reform direction will be that the primary andmiddle school leadership administration system in 1980s must be improved andperfected. The steps include: Firstly, more attentions are paid to studying theinnovation of the primary and middle school leadership administration system.Secondly,更多还原