走向团队学校的日本教师组织变革  

A Team-School-Featured School Organization Reform in Japan

作　　者：李昱辉[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《比较教育研究》2017年第12期37-42,48,共7页International and Comparative Education

基　　金：国家留学基金委留学回国人员科研启动基金资助项目"日本校长专业标准研究"(教外司留[2015]1098号)的阶段性成果

摘　　要：2010年以后,在学校失信于社会、学生学力要求提升、教师工作日益繁重等背景下,日本政府提出团队学校构想引领学校教师组织变革。团队学校以专业、多元、开放、合作为基本特征,强调管理者权威、锥型组织架构、专业化分工、社会化参与,这些是相对传统教师组织的重要分野。教师人才的流失与浪费、封闭保守的组织观念、缺乏规范的协作机制、计划配置的人事传统是这场变革的最主要阻力。如何完备人才保障和开发机制、建立互尊互信的组织文化、完善沟通和协作机制、同时尽可能地规避教育不公则是必须解决的现实问题。The Japanese government put forward the concept of ＂team-school＂ to lead school organization reform in response to the facts that schools failed the society, students＇ requirements increased, and teachers＇ workload raised. The team-school is professional, diversified, open and cooperative, emphasizing the importance of authority, cone-shaped structure, specialized labour allotment, and social participation. It represents a big break from the traditional school organization model. This reform is barricaded by several problems, namely, the loss of talents, the backward operating philosophy, the lack of collaborating mechanism and the conventional way of personnel planning. To perfect teamschool operation, a better training mechanism of talents, an organizational culture that highlights mutual respect and mutual trust and an improved communication and cooperation system must be built. Meanwhile, education inequality should be avoided.

关 键 词：日本 团队学校 教师组织 组织变革 专业人才 

分 类 号：G659.313[文化科学—教育学]