一所中國大陸另類學校發展之研究——理念與實踐的落差
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2020
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隨著教育哲學思想的更迭、人們對公辦教育體制的反對以及對教育選擇權的訴求，另類學校在全球各地不斷生根發芽，也遇到了眾多阻礙。在中國大陸的脈絡之下，另類學校更是承載了對於多元教育理念的美好想象，但在外部政策和社會環境以及學校內部各環節的影響之下，中國大陸另類學校的發展與理念間呈現出較大的差異。
基於對另類學校艱難的實踐之路與美好的教育理念間落差的疑惑，本研究以廣東省一所另類學校（化名為河邊學校）為個案，通過參與式觀察法、訪談法以及文件分析法，全面了解該學校的理念圖景，以及在行政組織、學生生活管理、課程活動以及人員互動等方面上的運作現狀，從而檢視河邊學校實踐與理念間的落差，並分析其中可能的原因。
根據資料分析與討論，本文的研究結論如下：
一、另類學校的理念主要來源於其他學校之經驗以及創辦人的個人意志。
二、另類學校的運作大致尊重學校理念並形成了自己的特色，但在具體環節中可能有所差異。
三、國家政策和社會價值觀是另類學校發展遇阻的外在原因。
四、學校內部人員特質是另類學校實踐與理念產生落差的主要原因。
五、學校管理體制不健全會加劇學校實踐與理念間的落差。
In recent years, alternative schools growing rapidly around the world and encountered many obstacles. In the context of mainland China, alternative schools also mean multiple educational ideals. However, under the influence of national policiy and social environment, as well as internal factors of school, the mismatch between ideal and practice of alternative school have been presented. Based on doubting about the above mismatch, the study takes an alternative school in Guangdong Province (named HeBian School) as study filed. Through participating observation, interviewing and text-analysis, I have a comprehensive understanding of the school's ideal and operation status, so as to examine the mismatch between the ideal and the practice of the HeBian School, and analyze the possible reasons. According to the analysis and discussion of materials, the main finding are as follows: 1. The ideal of alternative school is mainly derived from the experience of other schools, as well as the personal ideal of its principal. 2. The alternative school follows the school's ideal in most time and forms its own characteristics, but there may be differences in the details. 3. National policy and social values are the external causes when the development of alternative school is hampered. 4. The characteristics of school personnel are the main cause of the mismatch in alternative school’s practice. 5. The nonstandard school management system will aggravate the mismatch between practice and ideal.
In recent years, alternative schools growing rapidly around the world and encountered many obstacles. In the context of mainland China, alternative schools also mean multiple educational ideals. However, under the influence of national policiy and social environment, as well as internal factors of school, the mismatch between ideal and practice of alternative school have been presented. Based on doubting about the above mismatch, the study takes an alternative school in Guangdong Province (named HeBian School) as study filed. Through participating observation, interviewing and text-analysis, I have a comprehensive understanding of the school's ideal and operation status, so as to examine the mismatch between the ideal and the practice of the HeBian School, and analyze the possible reasons. According to the analysis and discussion of materials, the main finding are as follows: 1. The ideal of alternative school is mainly derived from the experience of other schools, as well as the personal ideal of its principal. 2. The alternative school follows the school's ideal in most time and forms its own characteristics, but there may be differences in the details. 3. National policy and social values are the external causes when the development of alternative school is hampered. 4. The characteristics of school personnel are the main cause of the mismatch in alternative school’s practice. 5. The nonstandard school management system will aggravate the mismatch between practice and ideal.
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另類學校, 學校發展, 實踐落差, alternative school, school development, mismatch in practice