名校集团化办学中的校际合作困境:内在机理与消解路径——基于组织边界视角的考量

Inter-school Cooperation Dilemma in the Grouped School-Running:Internal Mechanism and Resolution Path——Based on Organizational Boundary Angle of View

作为边界组织,学校的有形实体、交往规则、身份意识、行为标准以及组织成员的认知符号具有限制性、异质性与排他性等边界属性,导致不同办学水平、层次学校之间自觉的深层次校际合作难以实现。名校集团化办学意在通过契约下的校际关系联结与互动合作打破横亘在名校与普通校之间的上述组织边界壁垒,以实现普通学校的资源获取和质量提升。然而,现行的基于传统合作思维与行动的集团化办学,形成了校际互动合作的低效与深化困境。这集中表现为,以传统"差距合作"理念为引领,致使合作双方"踟蹰困顿";以正式制度规范行为,形成校际合作的"貌合神离";采用权威主导的合作模式,导致普通学校结构"再造乏力"。基于此,以民主平等、双向互动、互利共生为理念引导,达致集团化办学的资源汇聚与动力激发;以制度结构、文化观念重组为策略驱动,优化集团化办学的制度环境;以权力结构调整、主体能力提升为目标指引,真正发挥协同治理的价值,成为消解名校集团化办学的校际合作困境的基本路径。

As a boundary organization,the school＇s tangible entities,communicative rules,identity awareness,behavioral standards and cognitive symbols of the members of the organization have restrictive,heterogeneous andexclusive boundary attributes,which makes it difficult to realize the deep inter-school cooperation between schools ofdifferent levels. Grouped school-running aims to break the barriers of the above organizational boundaries between theelite schools and the ordinary schools through inter-school connection and mutual cooperation between the contracts,soas to realize the resource access and quality improvement of the ordinary schools. However,the current grouped school-running based on the traditional cooperative thinking and action has formed the inefficient and deepening dilemma ofinter-school interactive cooperation. This is manifested by the partners＇ ＂hesitation predicament＂ due to traditional ＂gapcooperation＂ concept for the lead,by the fact of ＂united in appearance but divided at heart＂ due to inter-schoolcooperation by formal regulation behavior,and by the ordinary school＇s ＂structure rebuilding fatigue＂ due to theauthoritative leading cooperation by the elite schools. Based on this,we should guide the grouped school-running by theconcept of democracy,equality,two-way interaction and mutual-benefit to achieve resource convergence and dynamicstimulation. We should take the reshaping of institutional structure and cultural concept as the strategic driving force tooptimize the institutional environment of the grouped school-running. We should guide the grouped school-running by theadjustment of power structure adjustment and the promotion of subject＇s ability to truly realize the value of collaborativegovernance. These are the basic paths to resolve,the inter-school cooperation dilemma.