中小学德育中的校长角色探析——基于结构—功能主义理论的阐释  

Exploring the Role of Principals in Moral Education in Primary and Secondary Schools——An Interpretation Based on Structural-Functionalism Theory

作　　者：张毓格 李敏 ZHANG Yuge;LI Min(Department of Education,East China Normal University,Shanghai 200062;Shanghai Teacher Education College,Shanghai 200234,China)

机构地区：[1]华东师范大学教育学系,上海200062 [2]上海市教师教育学院,上海200234

出　　处：《教育参考》2023年第6期48-54,共7页Education Approach

摘　　要：校长德育角色定位存在学理和实践上的双重困境,理论研究的不足和实践操作中的角色混乱问题共同制约着校长角色功能的发挥。为解决这一问题,文章采用结构—功能主义的分析框架,将校长置于学校德育行动系统中探讨校长的角色和功能。在结构—功能主义视角下,校长在学校德育人格系统、社会系统和文化系统中角色定位分别为德育愿景领导者和德育质量监评者,课程教学领导者、校内事务管理者和公共关系协调者,师生行为示范者和文化环境营造者。三大系统中七种德育角色相互交织、相互支持、相互制约和控制,共同致力于校长在学校德育行动系统中发挥达标、整合和维模功能,以推动学校德育目标的实现。The positioning of the principal’s role in moral education faces a dual dilemma in terms of theory and practice.Both the lack of theoretical research and the confusion of roles in practice collectively constrain the role function of the principals.To address this issue,this paper adopts the structural-functionalism analytical framework,putting the principals into the school’s moral education action system to explore the roles and functions of principals.In the structural functionalism perspective,the principal’s roles in the personality system,social system and cultural system of school moral education are defined as moral vision leader and moral quality supervisor,curriculum leader,school affairs manager and public relations coordinator,teachers and students behavior demonstrator and cultural environment builder.The seven moral education roles in the three systems interweave,support,constrain and control each other.They work together to play the functions of goal attainment,integration and maintenance in the school moral education action system to promote the realization of school moral education goals.

关 键 词：德育 校长角色 结构—功能主义 

分 类 号：G637.1[文化科学—教育学] G631