教育科学 ›› 2022, Vol. 38 ›› Issue (4): 22-28.

• 基础教育研究 • 上一篇    下一篇

“硬规定”与“软约束”:中小学教研之困及其化解对策*——基于学校管理者的视角

鲍传友, 曾汶婷   

  1. 北京师范大学 教育学部,北京 100875
  • 收稿日期:2020-11-24 出版日期:2022-07-20 发布日期:2022-09-13
  • 作者简介:鲍传友(1971- ),男,安徽六安人,北京师范大学教育学部教授,博士生导师,主要从事教育管理与政策、教育规划和学校改进研究;|曾汶婷(1995- ),女,四川成都人,北京师范大学教育学部博士生,主要从事教育管理与政策研究。
  • 基金资助:
    *北京市教育科学研究“十三五”规划2018年度重点课题“基于管办评分离的学区治理结构和机制研究”(BACA18041)

Hard Regulations and Soft Constraints: The Dilemma and Resolution of Teaching Research in Primary and Secondary Schools:From the Perspective of School Administrators

Bao Chuanyou, Zeng Wenting   

  1. Faculty of Education, Beijing Normal University, Beijing 100875,China
  • Received:2020-11-24 Online:2022-07-20 Published:2022-09-13

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摘要：

中小学教研流于形式,未能充分促进教师专业成长的普遍现象与学校管理制度密不可分。本研究从学校管理者的视角通过对B市X区中小学教研的调查发现,学校一方面面临着开展教研的“硬规定”压力,另一方面却只能对教师开展教研的行为做出“软约束”。其原因主要在于学校和教师自主权的缺失以及双方委托—代理关系所导致的弱激励。要化解中小学所面临的“硬规定”与“软约束”并存的困境,就需要从制度上保障学校和教师的教研自主权,转变教研评价方式,培养教师的科研能力和打造研究型学校文化。

关键词: 中小学教研, 专业自主权, 委托—代理关系

Abstract:

The common phenomenon that teaching research in primary and secondary schools becomes a mere formality and its promoting effect on teachers' professional growth is not fully played is closely related to school management systems. From the perspective of school administrators, this study investigated the teaching and research of primary and secondary schools in X county of B city, and found that, on the one hand, schools are faced with the pressure of “hard regulations” to carry out teaching and research, but on the other hand, they can only make “soft constraints” on teachers' conduct of teaching and research. The reasons lie in the lack of schools' and teachers' autonomy and the weak incentives caused by principal-agent relationship. In order to get rid of these dilemmas, it is necessary to guarantee the autonomy of schools and teachers in teaching research, change the assessment mode of teaching research, and develop teachers' research ability as well as research-oriented culture in schools.

Key words: teaching research in primary and secondary school, professional autonomy, principal-agent relationship

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