学校情感治理的内涵价值、逻辑理路与实现策略

Connotation Value, Logic and Realization Strategy of School Emotional Governance

新时代学校治理体系和治理能力现代化的要求,推动对情感治理的理解与运用。学校情感治理是治理主体在共同治理目标的指导下,以情感为治理对象,有效运用情感手段,对多元主体情感需求做出积极的情感回应,具有提高学校现代化治理水平、满足人民高质量教育诉求、增强多元主体凝聚力、丰富情感治理理论应用范畴四方面价值。基于学校情感治理的内涵与价值,探寻学校现代化治理情感出场所遵循的历史逻辑、理论逻辑、现实逻辑,论证了情感治理是践行学校治理现代化的应然表现。为推动情感治理实践,学校应从培植治理主体间情感共同体,赋予治理主体间平等话语权、建立治理主体契约合作机制、积累新的社会资本以致善治效果、构建学校情感治理和谐形态等方面予以回应。

The requirements of the modernization of school governance system and capacity in the new era promote the understanding and application of emotional governance. Under the guidance of the common goal, school emotional governance takes emotion as governance object, effectively uses emotional means, and makes a positive emotional response to the emotional needs of multi-subjects. It has four values: improving school modern governance level, satisfying people's demands for high-quality education, enhancing the cohesion of multi-subjects, and enriching the application scope of emotional governance theory. Based on the connotation and value of school emotional governance, this article explores the historical, theoretical and realistic logic of school modernization in managing emotion and demonstrates that emotional governance is the natural performance of implementing school governance modernization. In order to promote the practice of emotional governance, schools should respond from the following aspects: cultivating emotional community among governance subjects, giving them equal right to speak, establishing contractual cooperation mechanism of governance subjects, accumulating new social capital to achieve good governance effect, and building a harmonious form of school emotional governance.