农村学校办学活力的现实语境、典型表征与制度逻辑

The Realistic Context,Typical Representations and Institutional Logic of the Vitality of Rural School Running

让老百姓在家门口就能享受优质教育服务成为时代主题,而办好学校则以激发学校的教育教学活力为前提。资源投入多却无法办出人民满意教育的现象,让“资源投入假设”命题出现反思可能。农村学校办学活力的本质是办学主体在应对资源、信息、机制等方面的挑战时,能否主动去找思路、想办法、寻策略,使学校由僵化保守转变为充满活力。办学活力的表现维度比较复杂,激发主体积极性的自由、提供发展动力的创新、以多主体参与为基础的开放、以成人为宗旨的发展构成其典型表征。在激发办学活力上管理者应坚持“基于批判的理性主义”,构建现代特征的农村学校治理体系,提升农村学校治理的创新能力,实现治理主体行动的可持续性。

It has become the theme of the times that people can enjoy quality education services at their doorstep,and the premise of running school well is to stimulate the vitality of school education.The phenomenon that people are not satisfied with the education despite of the large amount of resource input makes it necessary to reflect upon the“resource input hypothesis”.The essence of the vitality of running a rural school rests on whether the main body of the school can actively find ideas,methods and strategies when dealing with challenges in resources,information,and mechanisms,so as to change the school from rigid and conservative to vital.The expressive dimension of the vitality of running a school is relatively complex.The freedom that stimulates the enthusiasm of the main body,the innovation in providing the development impetus,the openness based on the participation of multiple subjects,and the development centered upon adults constitute its typical representations.In stimulating the vitality of running schools,managers should adhere to“criticism-based rationalism”,build a rural school governance system with modern characteristics,improve the innovation ability of rural school governance,and realize the sustainability of the main body of governance.