学校组织气候研究的全球视野与中国框架

Global Perspective of School Organizational Climate Research and China’s Direction

学校组织气候的概念缘于美国心理学家勒温20世纪30年代提出的"组织气候"。当前,学校组织气候逐渐成为学校管理领域的重要理论和测量工具。学校组织气候理论经历了在学校研究中引入组织气候视角、关注学生发展的学校组织气候研究和以课堂为中心的学校组织气候研究等发展历程。学校组织气候研究的测量与实践价值在于:能够评估学生学习环境,促进学生身心发展;加强学校组织气候测量,提升学校教育质量;深化教育质量监测,实现区域教育公平。与西方国家相比,我国的学校组织气候研究还处于起步阶段,未来需要加强本土化研究:深化学校组织气候的内涵结构建设;丰富学校组织气候的研究对象;提升学校组织气候的测量精度;强化学校气候的实验研究;探究学校组织气候的改造方法;推动学校组织气候的本土研究等。

The concept of school organizational climate originated from Levin,an American psychologist,who put forward the concept of organizational climate in the 1930 s.At present,school organizational climate has gradually become an important theory and measurement tool in the field of school management.School organization climate theory has experienced the development process of introducing the organizational climate perspective into school research,school organization climate research focusing on student development,and classroom-centered school organization climate research.The measurement and practical value of school organizational climate research lie in:evaluating students’learning environment to promote students’physical and mental development;strengthening school organization climate measurement to improve school education quality;deepening education quality monitor to realize regional education equity.Compared with western countries,the research on school organizational climate in China is still in its infancy.In the future,we need to strengthen the research in domestic issues:deepening the connotation and structure construction of school organizational climate;enriching the research objects of school organizational climate;improving the measurement accuracy of school organizational climate;strengthening the experimental research of school climate;exploring the transformation methods of school organizational climate;promoting domestic research on school organization climate.