教育管理的“四得当”范式:由来、内涵与意义

“4-suitability”Paradigm of Educational Management:The Formation,Meaning and Significance

发展出一种更具解释力的教育管理范式对教育管理转型升级具有基础性的重要意义。该范式可通过整体研究方法得以建立,具体是从普适于各种系统的系统功能原理出发,结合组织作为复杂系统的自组织规律性要求,发展出普适于各种组织的管理的“四得当”范式,并进一步结合教育系统实际,发展出教育管理的“四得当”范式。该范式是全息管理范式,包含了教育管理的全部要义并普适于教育系统及其各子系统,为教育管理学科建设提供了升级基础,为教育系统各层面、各方面工作研究、决策、改革、实践提供了一以贯之的、取向明晰的指导,为教育系统有序、有效、充满活力地运行搭建了总体框架。

Developing a more interpretive paradigm of education management is of fundamental significance for the transformation and upgrading of education management.The way to obtain this paradigm is a holistic method.Specifically,starting from the systematic function principle that is generally suitable for various systems,and combined with the self-organization regularity requirements of human social organizations as complex systems,the“4-suitability”paradigm is developed and it is generally suitable for the management of various human social organizations.And further combined with the reality of the education system,the“4-suitability”paradigm of educational management is developed.This paradigm is a holographic management paradigm.It contains all the essentials of educational management and is generally applicable to the education system and its subsystems,provides a promoting basis for the construction of education management disciplines,provides consistent and clear-cut guidance for the research,decision-making,reform and practice of all levels and aspects of the education system,and builds an overall framework for the orderly,effective and dynamic operation of the education system.