合并学校的文化苦旅:从“你和我”到“我们”——一所合并中学“文化冲突”的个案研究
|
摘要
合并学校往往会存在文化冲突,如何实现文化融合是合并学校发展的关键。合并学校N中就是由两所具有不同文化个性的学校合并而成,合并之初面临着种种冲突,经由学校文脉的寻找,确立了新的发展愿景,并以此为魂重建了N中的学校文化,粘合学校的各个方面,引导N中成员从合并之初的"你、我"、"你和我"慢慢融合成"我们"。虽然N中的文化融合过程较为艰难,但随着文化之魂的确立,学校精神慢慢植根于成员心中,品牌学校的形象也逐渐建立起来;因为有了共享的学校文化,N中也有了持续的增值性发展。
Combined schools often have cultural conflicts. Cultural integration is the key to their development. The combined school N is a combination of two schools with different cultural characteristics. At the beginning, there were various conflicts. Through N's searching for school context, a new vision for development has been established, with which as the soul N rebuilt its school culture. The culture has glued all aspects of the school together, guilding the members of N to merge into "us" from "you,me" "you and me" gradually. Although the process of cultural integration in N is rather difficult, with the establishment of cultural soul, the school spirit is gradually rooted in the hearts of members. The image of brand school is gradually established. Because of the shared school culture, there is a continuous value-added development in N's future.
Combined schools often have cultural conflicts. Cultural integration is the key to their development. The combined school N is a combination of two schools with different cultural characteristics. At the beginning, there were various conflicts. Through N's searching for school context, a new vision for development has been established, with which as the soul N rebuilt its school culture. The culture has glued all aspects of the school together, guilding the members of N to merge into "us" from "you,me" "you and me" gradually. Although the process of cultural integration in N is rather difficult, with the establishment of cultural soul, the school spirit is gradually rooted in the hearts of members. The image of brand school is gradually established. Because of the shared school culture, there is a continuous value-added development in N's future.
引文
[1]文俊.教育区划调整过程中学校合并问题研究-以企业学校与地方学校合并为例[D].南京:南京师范大学,2008.
[2]张东娇.学校文化冲突发生、表现与管理策略[J].教育科学,2016,(1).
[3]刘良华.教育叙事研究:是什么与怎么做[J].教育研究,2007,(7).
[4]李鹏虎.21世纪以来欧洲大学的合并:动因、问题及对策[J].比较教育研究,2017,(12).
[5][10]谢翌,张释元.学校变革阻力分析-一所县级重点中学的个案研究[J].教育发展研究,2008,(8).
[6]马延伟,马云鹏.课程改革与学校文化重建:一所学校的个案研究[J].教育研究,2004,(3).
[7]何英.农村中学合并后教师文化适应性研究---以辽宁省法库县D中为研究个案[D].沈阳:沈阳师范大学,2017.
[8]谢翌.教师信念:学校文化之魂---N中学的个案研究[J].教育学术月刊,2016,(10).
[9][11]谢翌,马云鹏.重建学校文化:优质学校建构的主要任务[J].华东师范大学学报(教育科学版),2005,(3).
[12]郭元祥.学校文化建设的几点思考[J].江苏教育研究,2008,(4).
[13]洪明.谈谈学生文化及其培育[J].教育科学研究,2014,(5).
[2]张东娇.学校文化冲突发生、表现与管理策略[J].教育科学,2016,(1).
[3]刘良华.教育叙事研究:是什么与怎么做[J].教育研究,2007,(7).
[4]李鹏虎.21世纪以来欧洲大学的合并:动因、问题及对策[J].比较教育研究,2017,(12).
[5][10]谢翌,张释元.学校变革阻力分析-一所县级重点中学的个案研究[J].教育发展研究,2008,(8).
[6]马延伟,马云鹏.课程改革与学校文化重建:一所学校的个案研究[J].教育研究,2004,(3).
[7]何英.农村中学合并后教师文化适应性研究---以辽宁省法库县D中为研究个案[D].沈阳:沈阳师范大学,2017.
[8]谢翌.教师信念:学校文化之魂---N中学的个案研究[J].教育学术月刊,2016,(10).
[9][11]谢翌,马云鹏.重建学校文化:优质学校建构的主要任务[J].华东师范大学学报(教育科学版),2005,(3).
[12]郭元祥.学校文化建设的几点思考[J].江苏教育研究,2008,(4).
[13]洪明.谈谈学生文化及其培育[J].教育科学研究,2014,(5).