中国博物馆与学校的合作机制研究
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摘要
馆校合作是国际教育和博物馆领域上世纪兴起的革新运动,其体现了现代博物馆的公共属性和教育转型,同时也体现了国际教育改革的潮流以及学校职能边界的调整。从上世纪开始,伴随着改革开放后期一批新型现代博物馆的建立,以及课程改革运动,中国也出现了一些博物馆群体和学校群体合作的尝试。基于此,本研究以中国馆校合作的历史、现状、主体行为、制度构建为主要线索,通过文献研究、访谈调查、质性及量化实证分析、理论建模等多重方法,对中国馆校合作进行了一个整体研究,试图获得在中国情境下对该问题的新发现及新理解,以及可能的未来建构路径。
本研究第一章为绪论。该部分首先对研究的背景、选题缘由以及意义进行了简要说明,继而对“馆校合作”等核心概念进行了界定,在此基础上,对目标、框架、方法等进行了介绍,同时对中西方馆校合作的相关研究进行了一个综述。
研究第二、三章对中西方馆校合作的历史脉络、宏观背景、必要性、存在问题等进行了探讨,认为现代馆校合作是一个历史演进的过程,从宏观角度,中国馆校合作的必要性包括教育资源的稀缺属性,博物馆和学校的公共属性,学校职能和博物馆职能的有机耦合以及获取外部资源、优化资源配置、降低交易成本等因素。但由于当前馆校合作的制度供给存在不足和目的错位,行政驱动属性较强,中国博物馆和学校内部的异质性等因素,阻碍了馆校合作的深入进行了展开。
研究第四、五章在实证调查的基础上,利用扎根理论、主成分分析、聚类分析等质性、量化分析技术,对中国馆校合作的现状、类型、影响因素以及不同利益相关者的认知、动机等进行了分析,并认为,当前中国馆校合作,相比国外,仍然处于合作起步状态。虽然各方对博物馆教育职能的存在较为积极认可,但馆校合作的主要形式较为初级,临时性和投机性较强,发起对象单一,合作不均衡；不同群体对馆校合作的态度以及馆校合作的效果存在,是一个相互制约的过程,并存在搭便车等现象；存在安全、距离、人数、教师绩效考核、学生学业评价制度、资金、人力、管理、观念等影响因素。
研究第六章对包括馆校合作内部管理者与执行者、博物馆和学校组织、馆校合作组织和政府机构在内的三组重要利益相关者,在馆校合作中的互动关系以及行为演化影响因素,进行了一个量化分析,并认为：不同主体的收益、投入、合作意愿、彼此间的行为选择,以及馆校合作的初始状态是影响馆校合作最终演化结果的重要因素。在不同条件下,馆校合作会呈现多种演化结果。
研究第七章在前文对馆校合作现状、主体关系、合作行为分析的基础上,结合西方馆校合作经验,构建了一个包括投入、运行、监督、激励在内的一般馆校合作机制,认为馆校合作中利益相关者行为的规范和改进以及具体合作实践的有序稳定发展,必须通过相关合作机制作为保障,在构建馆校合作的机制时,必须充分考虑各类具体机制的复杂性。
研究最后对本研究的结论、创新、不足进行了总结,并对后续研究进行了展望。
Co-operation between museums and schools arose as a new movement in the academic and museum worlds in the last century. It was an expression of the modern museum's turn towards public service and education, and at the same time it reflected reforming trends in international education and an adjustment in the boundaries of the functions of schools. In China too, with the foundation of a series of new-look modern museums in the latter stage of Reform and Opening, and with the curriculum reform movement, some attempts have been made at co-operation between museum and school groups. This study takes the history, current state, main events and institutional structures of this co-operation as its central theme. Using methods which include documentary research, interviews, qualitative and quantitative data analysis and theoretical modeling, it provides a comprehensive study of co-operation between museums and schools in China, attempting to make new discoveries about this topic in a Chinese context and gain new insights into it, and to map out some possible future directions.
The first part of this study is descriptive. It starts by explaining briefly the background to the study, why the topic was chosen and why it is significant. It continues with the definition of key concepts in "museum-school co-operation", and once this foundation has been laid it proceeds to an account of aims, structure and methods, along with a brief review of studies of this topic in China and the West.
The second and third parts look into the main lines of the history of museum-school co-operation in China and the West, its general background, its motivation and its problems, taking the view that this modern day co-operation is an evolving historical process. The main motives for it in China, in a general sense, include such factors as the scarcity of educational resources, the public nature of museums and schools, the natural "fit" between the functions of museums and schools, and the wish to gain access to external resources, receive preferential resource allocation and lower transaction costs. However its further penetration has been inhibited by a number of other factors, such as insufficient supply and conflicting aims within the co-operation system, decision-making being dependent on administrative departments, and the inherent differences between China's museums and schools.
The fourth and fifth parts of the study are based on empirical survey evidence, and apply qualitative and quantitative analytical techniques like grounded theory, principal component analysis and cluster analysis to the analysis of the present state of museum-school co-operation in China, the forms it takes and the factors which bear on it, and also of the perceptions and motivations of the various stake-holders. It takes the view that museum-school co-operation in China is still in its infancy. Despite universal acceptance of the educative role of museums, co-operation between the two types of institution is still rudimentary in the main, with a prevalence of short-term opportunism leading to one-off initiatives and uneven co-operation. There are different collective attitudes to the co-operation and its results, each side trying to keep the other in check, and there are examples of "free rider" behavior. Other factors also have a role-security, distance, numbers of people, teacher performance appraisal and student academic evaluation systems, funding, manpower, management and attitudes.
The sixth part of the study taking the three main stakeholders, internal administrators and executors of the co-operation, museum and school organizations and co-operation work organizations, and government institutions, it carries out a quantitative analysis of their interactive relationships and the factors affecting the evolution of their conduct. The conclusion is that the rewards, investments, willingness to cooperate, and choices of move of the main actors, along with the initial set-up of the co-operation, are important factors determining the final outcome of its evolution. Under different conditions the co-operation leads to a variety of different evolutionary outcomes.
The seventh part constructs a general model for museum-school co-operation, including inputs, operating mechanisms, supervision and motivational work. We believe that standardization and improvement of the conduct of stakeholders in museum-school co-operation and the orderly and steady development of specific practice is sure to find a guarantee in such mechanisms of co-operation, and that the complexity of specific mechanisms must be fully taken into account when mechanisms of co-operation are devised.
The study ends by summarizing the conclusions, new findings and limitations of the research, and by looking ahead at the possibilities for future research.
本研究第一章为绪论。该部分首先对研究的背景、选题缘由以及意义进行了简要说明,继而对“馆校合作”等核心概念进行了界定,在此基础上,对目标、框架、方法等进行了介绍,同时对中西方馆校合作的相关研究进行了一个综述。
研究第二、三章对中西方馆校合作的历史脉络、宏观背景、必要性、存在问题等进行了探讨,认为现代馆校合作是一个历史演进的过程,从宏观角度,中国馆校合作的必要性包括教育资源的稀缺属性,博物馆和学校的公共属性,学校职能和博物馆职能的有机耦合以及获取外部资源、优化资源配置、降低交易成本等因素。但由于当前馆校合作的制度供给存在不足和目的错位,行政驱动属性较强,中国博物馆和学校内部的异质性等因素,阻碍了馆校合作的深入进行了展开。
研究第四、五章在实证调查的基础上,利用扎根理论、主成分分析、聚类分析等质性、量化分析技术,对中国馆校合作的现状、类型、影响因素以及不同利益相关者的认知、动机等进行了分析,并认为,当前中国馆校合作,相比国外,仍然处于合作起步状态。虽然各方对博物馆教育职能的存在较为积极认可,但馆校合作的主要形式较为初级,临时性和投机性较强,发起对象单一,合作不均衡；不同群体对馆校合作的态度以及馆校合作的效果存在,是一个相互制约的过程,并存在搭便车等现象；存在安全、距离、人数、教师绩效考核、学生学业评价制度、资金、人力、管理、观念等影响因素。
研究第六章对包括馆校合作内部管理者与执行者、博物馆和学校组织、馆校合作组织和政府机构在内的三组重要利益相关者,在馆校合作中的互动关系以及行为演化影响因素,进行了一个量化分析,并认为：不同主体的收益、投入、合作意愿、彼此间的行为选择,以及馆校合作的初始状态是影响馆校合作最终演化结果的重要因素。在不同条件下,馆校合作会呈现多种演化结果。
研究第七章在前文对馆校合作现状、主体关系、合作行为分析的基础上,结合西方馆校合作经验,构建了一个包括投入、运行、监督、激励在内的一般馆校合作机制,认为馆校合作中利益相关者行为的规范和改进以及具体合作实践的有序稳定发展,必须通过相关合作机制作为保障,在构建馆校合作的机制时,必须充分考虑各类具体机制的复杂性。
研究最后对本研究的结论、创新、不足进行了总结,并对后续研究进行了展望。
Co-operation between museums and schools arose as a new movement in the academic and museum worlds in the last century. It was an expression of the modern museum's turn towards public service and education, and at the same time it reflected reforming trends in international education and an adjustment in the boundaries of the functions of schools. In China too, with the foundation of a series of new-look modern museums in the latter stage of Reform and Opening, and with the curriculum reform movement, some attempts have been made at co-operation between museum and school groups. This study takes the history, current state, main events and institutional structures of this co-operation as its central theme. Using methods which include documentary research, interviews, qualitative and quantitative data analysis and theoretical modeling, it provides a comprehensive study of co-operation between museums and schools in China, attempting to make new discoveries about this topic in a Chinese context and gain new insights into it, and to map out some possible future directions.
The first part of this study is descriptive. It starts by explaining briefly the background to the study, why the topic was chosen and why it is significant. It continues with the definition of key concepts in "museum-school co-operation", and once this foundation has been laid it proceeds to an account of aims, structure and methods, along with a brief review of studies of this topic in China and the West.
The second and third parts look into the main lines of the history of museum-school co-operation in China and the West, its general background, its motivation and its problems, taking the view that this modern day co-operation is an evolving historical process. The main motives for it in China, in a general sense, include such factors as the scarcity of educational resources, the public nature of museums and schools, the natural "fit" between the functions of museums and schools, and the wish to gain access to external resources, receive preferential resource allocation and lower transaction costs. However its further penetration has been inhibited by a number of other factors, such as insufficient supply and conflicting aims within the co-operation system, decision-making being dependent on administrative departments, and the inherent differences between China's museums and schools.
The fourth and fifth parts of the study are based on empirical survey evidence, and apply qualitative and quantitative analytical techniques like grounded theory, principal component analysis and cluster analysis to the analysis of the present state of museum-school co-operation in China, the forms it takes and the factors which bear on it, and also of the perceptions and motivations of the various stake-holders. It takes the view that museum-school co-operation in China is still in its infancy. Despite universal acceptance of the educative role of museums, co-operation between the two types of institution is still rudimentary in the main, with a prevalence of short-term opportunism leading to one-off initiatives and uneven co-operation. There are different collective attitudes to the co-operation and its results, each side trying to keep the other in check, and there are examples of "free rider" behavior. Other factors also have a role-security, distance, numbers of people, teacher performance appraisal and student academic evaluation systems, funding, manpower, management and attitudes.
The sixth part of the study taking the three main stakeholders, internal administrators and executors of the co-operation, museum and school organizations and co-operation work organizations, and government institutions, it carries out a quantitative analysis of their interactive relationships and the factors affecting the evolution of their conduct. The conclusion is that the rewards, investments, willingness to cooperate, and choices of move of the main actors, along with the initial set-up of the co-operation, are important factors determining the final outcome of its evolution. Under different conditions the co-operation leads to a variety of different evolutionary outcomes.
The seventh part constructs a general model for museum-school co-operation, including inputs, operating mechanisms, supervision and motivational work. We believe that standardization and improvement of the conduct of stakeholders in museum-school co-operation and the orderly and steady development of specific practice is sure to find a guarantee in such mechanisms of co-operation, and that the complexity of specific mechanisms must be fully taken into account when mechanisms of co-operation are devised.
The study ends by summarizing the conclusions, new findings and limitations of the research, and by looking ahead at the possibilities for future research.
引文
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④ Hein, G. E. (1999). The constructivist museum. The educational role of the museum,73-79.
① Lord B. The Manual of Museum Learning [M]. Alta Mira Press,2007.
② 相关研究可以参见：周琴.二十世纪八十年代后国际基础科学教育改革[J].教育学报,2007,(2)；范国睿.当代国际基础教育改革：理论与实践的双向建构[J].教育发展研究,2008,(Z1)；周满生.当前国际教育改革的若干动向和趋势[J].比较教育研究,1999,(6).等
③ 参见：藤田英典.走出教育改革的误区[M].张琼华，许敏译.北京：人民教育出版社,2001：1-2.
① 参见：靳玉乐,张丽.我国基础教育新课程改革的回顾与反思[J].课程.教材.教法,2004,(10).
① 国家统计局.中国统计年鉴2011[Z].北京：中国统计出版社,2012.
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① Hooper-Greenhill, E. (2007). Museums and Education:Purpose, Pedagogy and Performance.London: Routledge,.
① 国家中长期教育改革和发展规划纲要(2010-2020)[Z].2010-3-1
① 孟庆金.现代博物馆功能演变研究[D].大连理工大学博士学位论文,2010.
② Baghli, S. A., Boylan, P., & Herreman, Y. (1998). History of ICOM (1946-1996). ICOM.
① Donahue,P.F., & Bloch,M.J.(2004).Collection=Museum?.ICOM News,57(2).
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③ 宋向光.博物馆定义与当代博物馆的发展[J].中国博物馆,2003,(4)：1-6.
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① Alexander, V. D. (1996). Museums and money:The impact of funding on exhibitions, scholarship, and management(p.123). Bloomington, IN:Indiana University Press.
② Rydell, R. W. (2006). World fairs and museums.A companion to museum studies,135-151; Malcolm-Davies, J. (2004). Borrowed robes:The educational value of costumed interpretation at historic sites.lnternationalJournal of Heritage Studies,10(3),277-293.
③ Rydell, R. W. (2006). World fairs and museums.A companion to museum studies,135-151;
④ Conn, S. (1998). Imperial Discourses:Power and Perception:An Epistemology for Empire:The Philadelphia Commercial Museum,1893-1926.Diplomatic History,22(4),533-563.
① Hein, G. E. (1998). Learning in the museum. London; New York:Routledge.p4
② Vallance, E. (1994). MUSEUM AND GALLERY EDUCATION-HOOPERGREENHILL,E. [Book Review]. American Journal of Education,102(2),235-243. doi:10.1086/444066
③ Ramsey, G. F. (1938).Educational work in museums of the United States:Development, methods and trends. The HW Wilson Company.
④ 同上
⑤ Butcher-Younghans, S. (1996).Historic house museums:a practical handbook for their care, preservation, and management. Oxford University Press.
① Hein, G. E. (1999). The constructivist museum.The educational role of the museum,73-79.
② Screven, C. G. (1976). Exhibit Evaluation-A Goal-Referenced Approach.Curator:The Museum Journal,19(4),271-290.
③ Hooper-Greenhill, E. (2000). Changing values in the art museum:Rethinking communication and learning.International Journal of Heritage Studies,6(1),9-31.
④ McManus, P. M. (1992). Topics in museums and science education. American Association of Museums.
⑤ Hizzy. (1992). Excellence and Equity:Education and the Public Dimension of Museums, a Report from the American Association of Museums. American Association of Museums.
① Hizzy. (1992). Excellence and Equity:Education and the Public Dimension of Museums, a Report from the American Association of Museums. American Association of Museums; Hein, G. E. (2006). Museum education,A companion to museum studies,340-352.
② 徐玲.李济与西方博物馆知识在中国的传播,中原文物,2011年第4期。
③ Gilman, B. I.(1918).Museum Ideals:Of Purpose and Method. Printed by order of the trustees of the Museum at the Riverside Press.
④ Kent, H. W. (1949).What I Am Pleased to Call My Education. New York, Grolier Club.
⑤ Dana, J. C. (1920).A plan for a new museum, the kind of museum it will profit a city to maintain (No. 4). The Elm tree press.
⑥ American Association of Museums. (1969)America's Museums:The Belmont Report.
⑦ Bloom, J. N. (Ed.). (1984).Museums for a new century. American Association of Museums.
⑧ Pitman, P., Hirzy, EC. (1992) Excellence and Equity:Education and the Public Dimension of Museums, a Report from the American Association of Museums. American Association of Museums,1992.
⑨ Anderson, D. (1997)ACommon Wealth:MuseumsandLearningin the United Kingdom, London: Department of National Heritage.
① Collins, Z. W. (Ed.). (1981).Museums, adults, and the humanities:a guide for educational programming. American Association of Museums.
② Csikszentmihalyi, M., & HERMASON, K. (1995). INTRINSIC MOTIVATION IN MUSEUMS-WHAT MAKES VISITORS WANT TO LEARN.Museum news,74(3),34.
①Hein, G. E. (2002).Learning in the Museum. Routledge.
②O'Neill, M. (2002). The good enough visitor.Museums, society, inequality,24-40; Vergo, P. (1989). The reticent object.The New Museology,41-59.
③Dufresne-Tasse, C., & Lefebvre, A. (1994). The museum in adult education:A psychological study of visitor reactions.International review of education,40(6),469-484.
① Elias, J. and Merriam, E.1980. Philosophical Foundations of Adult Education. Malabar, Florida: Krieger Publishing; Banz Jr, R. N. (2009).Exploring the personal responsibility orientation model:Self-directed learning within museum education(Doctoral dissertation, The Pennsylvania State University).
②Lachapelle, R., Murray, D., & Neim, S. (2003). Aesthetic understanding as informed experience:The role of knowledge in our art viewing experiences.The Journal of Aesthetic Education,37(3),78-98.
③Hein, G. E. (2002).Learning in the Museum. Routledge, p.359.
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