学校制度文化育人的逻辑向度  

Logical Dimension of System Culture Education of Schools

作　　者：冯永刚 Feng Yonggang(Faculty of Education,Shandong Normal University,Jinan Shandong,250014)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《山东师范大学学报（社会科学版）》2020年第5期135-144,共10页Journal of Shandong Normal University(Social Sciences)

基　　金：国家社科基金教育学一般课题“自组织理论视角下的民办高校办学特色培育研究”(BIA150099)的阶段性成果。

摘　　要：学校制度文化具有显著的育人功能。其育人功能的彰显并非自然而成,也非机械套用,而是有着自身内在的逻辑理路,印证和表征着学校制度文化育人在价值论向度、认识论向度、方法论向度和实践论向度上的逻辑关联。这四个向度相互衔接、相辅相成、互补共进,共同诠释了学校制度文化育人的生成逻辑。洞察、明晰与把握学校制度文化育人的四维逻辑向度,应确立完善人性的制度文化观,培育制度文化认同心理,实施"引领+参与"的治理方式,切实提升制度文化育人的执行力。System culture of schools has a significant educational function. The manifestation of the educational function of school system culture, which is neither natural nor mechanical, but has its own internal logical idea, confirms and represents the logical relationship of school system culture in the dimensions of value, epistemology, methodology and practice. The above four dimensions connecting and supplementing each other together explain the generative logic of school system culture education. In order to understand, clarify and grasp the four-dimensional logic dimension of school system culture education, we should establish a system culture view that can perfect personalities, cultivate the psychology of system cultural identity, implement the "leading & participating" governance approach, and enhance the implementation of system culture education effectively.

关 键 词：学校制度文化 文化育人 逻辑向度 

分 类 号：G47[文化科学—教育学]