学校治理的理论意图与实践进路  

School Governance:Theoretical Intentions and Practicing Approaches

作　　者：杜明峰[1] 范勇 史自词 Du Mingfeng;Fan Yong;Shi Zici(Institute of Schooling Reform and Development(Key Research Institute in University),East China Normal University;Faculty of Education,East China Normal University,Shanghai 200062)

机构地区：[1]教育部人文社会科学重点研究基地华东师范大学基础教育改革与发展研究所 [2]华东师范大学教育学部,上海200062

出　　处：《教育研究》2021年第8期132-141,共10页Educational Research

基　　金：教育部人文社会科学研究2019年度青年基金项目“社会组织参与教育治理的机制研究”(项目编号:19YJC880019)的研究成果。

摘　　要：学校治理是教育治理在学校层面的具体实践,它表达了多主体参与和协商共治,改变学校的等级化格局,以及消解学校中核心与边缘、形式与实质的区隔化模式的理论意图。基于这些主张,并结合学校治理的国家逻辑,可以确立影响学校治理改革的"国家权力介入"和"学校事务参与"两个变量。以这两个维度为标准,可以明确学校治理改革的"服务型"、"专业型"、"均衡型"和"松散型"四种进路,它们都意味着学校从"他律"向"自律"的治理转型。在中国语境下,推进学校治理改革不但有政治和教育上的迫切性,而且具备现实的可能性,同时也面临着制度和机制上的困难。School governance,which is the specific practice of educational governance at the school level,reflects the theoretical assumptions that it embraces multi-subject participation,consultation and co-governance,and claims to change the hierarchical structure of the school and eliminate the distinction between the center and the periphery,and the form and the essence at the school.Based on these claims and the national logic of school governance,we can establish two variables affecting the reform of school governance:the"intervention by state power,"and the"participation by the school."According to these two dimensions,we can build four models for the reform of school governance:the service model,the professional model,the balance model and the looseness model,all of which indicate the shift of school governance from"heteronomy"to"autonomy."In China,the promotion of the reform of school governance is imperious politically,educationally,and realistically,but it is faced with difficulties in systems and mechanisms.

关 键 词：学校治理 去权威 网络化参与 改革模式 

分 类 号：G47[文化科学—教育学]