自组织理论视域下校本教研共同体的审视与建构

Review and Construction of School-based Teaching and Research Community from the Perspective the Self-Organization Theory

以自组织理论为视角审视校本教研共同体,校本教研共同体的自组织特性依赖于开放性的教研环境、非平衡的运行状态、非线性的动力机制、充分的专业自主。技术理性的控制、行政力量的主导、传统文化的困扰,导致校本教研共同体陷入他组织的实践困境。由此,校本教研共同体的建构理应由他组织走向自组织,在主体开放中突破思维瓶颈,在变革实施中激发非平衡运行,在文化创设中导向非线性机制,在整合治理中保障专业自主。

From the perspective of self-organization theory,the features of self-organization of school-based teaching and research community depend on the open environment of teaching and research,unbalanced operating state,non-linear dynamic mechanism and full professional autonomy.Due to the control of technical rationality,the dominance of administrative power and the puzzlement of traditional culture,school-based teaching and research community has fallen into a practical dilemma of herter-organization.Therefore,the construction of school-based teaching and research community should move from herter-organization to self-organization,breaking through the bottleneck of thinking in the opening of the subject,stimulating non-balanced operation in the implementation of change,guiding non-linear mechanisms in the creation of culture,and ensuring professional autonomy in integrated governance.