Research On The Becoming And Translation Of School Core Values In The Context Of Transitional Change

With the continuous improvement of education reform,the spiritual level of school culture construction is paid attention to.As the core values of school spirit culture,school core values have been widely concerned by education theory and reform practice.However,from the previous research in China,the connotation and definition of the school core values are still not clear enough;lack of research methods;lack of focus and systematic research on the translation of school core values.This research is based on M school,through the analysis of the transitional change process of M school and fieldwork to respond to the above questions.This research focuses on the process of becoming and translation of school core values.Because it's a intensely contextual,complex and relational process,researcher chose to reveal the process by a specific case school--M school's transitional change process.The research questions mainly include the following three: First,what is the school core value ? Second,how is the school core value of M school becoming? Thirdly,how is the school core value translation in the practice of school transitional change? What are the difficulties and obstacles? Based on the particularity and complexity of the problem of value's becoming and translation,this research adopts literature research method,historical research method and field survey method.In this research,the becoming of school core values includes the following two levels: First,it refers to the school core values formed by the common choice of school members under the background of school change.At this time,the school core value is an abstract existence,as the spiritual core of the upcoming school change,which is preliminarily established through the common choice of the members in school.At this level,there are a lot of school core values becoming way.According to this research,the becoming and refinement of the school core values need three elements: first,the school's historical and cultural tradition;Second,the need for real school change;Third,the idea of the future development of the school.Moreover,as a core value of an organization,the selection of school core values should be all members of the school.In the second level,the becoming of school core values refers to the school members in the school change practice formed their own understanding of the school core values.At this level,the becoming and translation of school core values are two aspects of the process.The process of becoming is the process of translation;The path to translation is the becoming path.The translation of the school core values is a process.In theory,this research divides it into three levels,and the three levels are closely connected.Translation needs certain carrier.According to the change process of M school,this research suggests that there are three main types of carriers for translation: "environment carrier","organization carrier" and "activity carrier".The translation process have encountered various difficulties and obstacles,including the translation of theory to practice and the teachers' attitude to change.The study found that the change of school has the distinction between "depth" and "shallow",as does the tranlation of school core valres.In order to achieve the "deep" translation of shool core values to promote the "deep" change of school,it needs certain conditions: First,the principal needs the ability to lead with value;Second,it is necessary to give full play to the important role of middle management.Third,the subject of school change,especially the teachers need the continuous research-based change practice.