学校文化的测量与诊断——优质学校比较的视角  

The Measure and Diagnosis of School Culture——comparative perspective of high quality school

作　　者：刘径言[1,2] 

机构地区：[1]江南大学人文学院,江苏无锡214122 [2]东北师范大学教育学部,吉林长春130024

出　　处：《教育科学》2013年第4期35-39,共5页Education Science

基　　金：中央高校基本科研业务费专项资金资助项目"基于学习共同体的教师实践学习方式与标准研究"(项目编号:JUSRP111A57)的研究成果之一

摘　　要：利用K.S.Cameron和R.E.Quinn的组织文化评估工具并作修改,就E小学的92位和F小学的105位校长、教师进行问卷调查,从学校主导文化类型、文化差距、文化强度、文化一致性等四个方面测量E小学和F小学的学校文化。研究发现,F小学的文化结构类型优于E小学的文化类型,并以团队式文化为主导。学校文化的构成复杂,文化类型呈多元分布并彼此制衡,优质学校文化并不意味着只有创新、合作的文化。在学校文化建设中,注重愿景领导,强化课程建设对文化重建的意义。Using assessment tool of K.S.Cameron and R.E.Quinn's organizational culture and appropriately modified it,we respectively made questionnaire survey for 92 and 105 headmasters and teachers in E elementary school and F elementary school and measured E and F primary school primary school culture types from four aspects of school dominant cultural type,cultural disparity,cultural intensity,cultural consistence.Studies found that cultural type of F primary school is better than cultural type of E primary school,and the type of team culture is dominant.Constitution of school culture is complex,cultural type is multivariate distribution,further more,checks and balances each other,high quality school culture does not mean having only innovational and cooperative culture.We should pay attention to vision leadership and strengthen the meaning of course construction for cultural reconstruction.

关 键 词：学校文化 优质学校 文化类型 测量 

分 类 号：G40-055[文化科学—教育学原理]