论学校治理价值向度的建构

The Construction of the Value Dimension of School Governance

学校治理的推进,显露出重视方式或技术而忽略价值向度等问题,重塑治理与价值的辩证关系,纳工具理性于意义之维,学校治理才能真正摆脱价值贫困和形式主义进而富有生机和活力。学校治理内在的"民主参与""共同协商"等诉求,饱含强烈的价值情怀。价值考量是学校治理的基础,这需要分析学校治理主体的需要与满足这些需要的学校教育活动属性之间的关系,研判人们在治理过程中做出的各种价值选择是"向善"还是"为恶"。价值主体是学校治理的前提,要求培育具备价值选择与判断能力的人;价值行动是学校治理的表征,即学校治理突出"行动性的价值"。从本体、目的和方法层面建构和发展价值向度下的学校治理形态,意味着推进基于价值教育的学校治理、为了价值教育的学校治理和作为价值教育的学校治理。

The promotion of school governance exposes issues such as emphasis on methods or techniques while neglecting the value dimension. Only by reshaping the dialectical relationship of governance and value and including instrumental rationality in the meaning dimension, can school governance truly get rid of the value poverty and formalism and then be full of vigor and vitality. The internal demands of school governance such as ＇,democratic participation＂ and ＂common consultation＂ are full of strong value considerations. The value orientation is the basis of school governance. This requires analyzing the rela- tionship between the needs of school administrators and the attributes of school activities that meet these needs, and investigating and judging whether the various value choices made by people in governance are good or evil. The value subject is the precondition of school governance, and requires cultivating people who have the ability to make value selection and judgment. Value action is a sign of school governance, that is, school governance highlights ＂value in action＂. To construct and develop the school governance under the value dimension from the aspects of ontology, purpose and method, means to promote the school governance based on the value education, for the value education and as the value education.