伙伴协作中学校的组织学习:基于W项目的质化研究  

Schools’ Organizational Learning in Partnership Practice:A Case Study of Project W

作　　者：王丽佳 黎万红[2] Wang Lijia;Li Wanhong(Institute of Education Reform and Development,Department of Education,East China Normal University,Shanghai 200062;Department of Educational Administration and Policy,The Chinese University of Hong Kong)

机构地区：[1]华东师范大学基础教育改革与发展研究所教育学系,上海200062 [2]香港中文大学教育行政与政策学系

出　　处：《教育发展研究》2022年第2期63-70,共8页Research in Educational Development

基　　金：全国教育科学“十三五”规划2019年度教育部青年课题“学校教育中的‘阻吓’及其伦理矫正”(EHA190498)的部分成果。

摘　　要：从组织学习的角度,学校作为伙伴协作中的学习单元,其在合作中经由知识的转移与创生构建起的组织记忆与规范,将会促动学校改进中的能量建构,并影响组织中个体与小组的学习。本研究从学习体系建构与知识生产的视角,透过对W项目的质化研究发现,建基于参与式学习体系之上的伙伴关系有效地推动了学校改进中的知识创生,助推了学校的双回环学习;与之相对,以非正式学习体系为基础的关系,因其中知识转移的区隔化、合作的偏向化等问题,面临着知识创生与扭曲的困境。伴随多样组织深入参与学校伙伴协作,需要关注学校作为学习单元的组织学习,创设有助于组织知识生产的共享空间,并在此过程中坚守教育知识的创生。From the perspective of organizational learning,as a learning unit in school partnership,school’s organizational memory and norms constructed through knowledge transfer and knowledge creation in cooperation will affect individual and team learning.Considering school as an organizational learning unit,this study adopts a perspective of learning system and knowledge production.Through qualitative research method of W project in HK,it was found that the partnership based on the participatory learning system has effectively promoted the improvement and the double-looped learning of the school.In contrast,in an informal learning system,knowledge transfer has been segmented and distorted,the goal of knowledge creation failed to meet.In the context of in-depth participation of various organizations in school collaboration,it is necessary to stress the importance of seeing school as a learning unit and try to create more shared spaces which will enhance knowledge creation in schools.What’s more,we should be cautious of educational values and the creation of educational knowledge in the partnership process.

关 键 词：组织学习 学习体系 知识转移 知识创生 伙伴协作 

分 类 号：G420[文化科学—课程与教学论]