摘要
集团化办学作为推进教育强国建设的重要举措,为实现区域教育公平发展奠定了坚实的基础。基于制度工作理论的视角,对我国8个不同类型教育集团的校长进行访谈发现,校长作为关键的制度行动者通过动态调整“均衡”与“优质”的关系实现集团化办学从“结构整合”到“文化融合”的关系演进。具体来看,校长采用“激进式”行动策略中的符号植入策略、资源卷入策略、制度嵌入策略,以及“渐进式”行动策略中的符号释义策略、利益卷入策略、空间赋予策略等方式维持集团化办学的运行。建议教育集团通过构建动态办学识别体系、完善价值导向治理工具、聚焦创新资源要素协同配置等方式提升办学效果。
School grouping,as a significant initiative for advancing the construction of an leading country in education,has laid a solid foundation for achieving equitable regional educational development.Based on the perspective of Institutional Work Theory institutional work,the interviews with the principals of eight different types of education groups show that the principal,as a key institution⁃al actor,realizes the evolution of the relationship from“structural integration”to“cultural integration”by dynamically adjusting the relationship between“equity”and“premium”.This study identifies six institutional work strategies employed by principals:three radical approaches,including symbolic implantation,resource mobilization,and institutional embeddedness,and three incremental approaches,including symbolic reinterpretation,interest alignment,and spatial empowerment.These dual⁃track strategies collectively sustain operational coherence while navigating complex institutional environments.It is suggested that the education group should optimize the effectiveness of running schools by constructing a dynamic school⁃running identification system,improving value⁃oriented governance tools,and paying attention to the collaborative allocation of innovative resource elements.
作者
朱志勇
孙芫
ZHU Zhiyong;SUN Yan(Beijing Normal University,Beijing 100875)
出处
《现代教育管理》
北大核心
2025年第11期24-35,共12页
Modern Education Management
基金
教育部政策法规司资助课题“基于育人方式改革需求的学校制度变革研究”(JYBZFGS2023408)。
关键词
高质量发展
集团化办学
制度工作理论
制度化
学校治理
high⁃quality development
school grouping
Institutional Work Theory
institutionalization
school governance
