薄弱学校何以参与集团化办学——来自北京市T区SD学校的个案研究  

How Does A Weak School Participate in Education Group?——A Case Study on SD School in T District of Beijing

作　　者：杨钋[1] 韩晓峰 Yang Po;Han Xiaofeng(Graduate School of Education,Peking University,Beijing 100871)

机构地区：[1]北京大学教育学院,100871

出　　处：《教育科学研究》2023年第6期88-96,共9页Educational Science Research

摘　　要：合法性危机是薄弱学校之所以薄弱的重要原因与表征,薄弱学校参与集团化办学后,与多元利益相关者的联系与互动变得紧密,多重合法性得到增强,劣势竞争地位得以转变。具体而言,教育行政部门和教育集团主要影响其规制合法性,通过政策规制、资源分配来控制学校组织,激励学校及内部成员遵循自我利益满足的响应策略;专业团体、教育集团、教育行政部门、社会共同影响其规范合法性,其中教育集团影响学校理念、价值观,社会期待影响师生心理荣誉感和情感倾向,促进教师积极内化新观念和价值观;来源于师生的认知合法性是最深层次的合法性,促使师生形成共同理解和文化认同,引发自觉行动。规制合法性、规范合法性、认知合法性对薄弱学校的影响依次递进,学校及其内部成员行动响应遵从自利到自觉的逻辑秩序,并表现出对资源和价值观的重视。Legitimacy crisis is an important reason and representation for the weakness of weak schools.After participating in group education,weak schools become more closely connected and interacting with multiple stakeholders,enhancing multiple legitimacy,and transforming their disadvantaged competitive position.Specifically,education administrative departments and education groups mainly affect their regulatory legitimacy,which controls weak schools through policy regulation and resource allocation.Weak schools and their internal members follow a response strategy of self-interest satisfaction.Professional teams,educational groups,education administrative departments,and society jointly influence their normative legitimacy.Among them,educational groups influence school concepts and values by profession,social expectation affects the psychological sense of honor and emotional tendencies of teachers and students,and teachers actively internalize new concepts and values.The cognitive legitimacy derived from teachers and students is the deepest legitimacy,which promotes teachers and students to form a common understanding and cultural identity and trigger conscious action.Regulatory legitimacy,normative legitimacy,and cognitive legitimacy have a progressive impact on weak schools.While weak schools' and their internal members' actions follow the logic of self-interest to selfconsciousness,and attaching importance to resources and values.

关 键 词：集团化办学 薄弱学校 合法性机制 

分 类 号：G523[文化科学—教育学]