Pedagogy Horizon, The Change Of Modern School Effectiveness Research In Our Country

Since the1980’s, the global education has entered an era of changes. As educationalorganizations, modern schools change not only for success, but also for the survival in theintense competition. However, there exist some phenomena which neglect or ignoreeducational essence. What’s more, these anti-educational phenomena are publicly advocated;educational subjects and organizations have no consciousness; the perspective of pedagogy ismissing in the research of school reform; trend following and unthinking obedience occurfrequently in the front line of educational practice……All these phenomena indicate that fromthe point of pedagogy, the effective study of modern schools’ changes is of great importancein theory and practice.This essay starts with the foreign and domestic history in the modern schools’ changes.By comparing the history, it introduces the theme development in the western countries, andreviews the course in China. Based on historical facts, this essay is intended to survey andreflect; it also uses examples to analyze the actuality of Chinese schools’ changes, to resolvethe efficiency analysis methods and actual reality; it aims to elaborate on the rational tropismof efficiency analysis from the point of pedagogy, with the use of cases study.Modern schools aren’t schools in modern society, but modernistic schools, thefundamental features of which is notional modernity. The western countries had began todevelop modern schools after the industrial revolution. During the unfailing history, therewere six stages: the stage of normalized construction of modern schools, the stage ofchildren’s free development, the stage of improving schools’ efficiency, the stage of pursuingeducational equality among the disadvantaged groups, the stage of research into schoolsefficiency and the stage of rebuilding the quality school education. From the different stages,there appeared some influential models in the schools changes. Whereas, it’s quite late forChinese modern schools to come into being, beginning with the halfway bourgeois revolutionof the late Qing Dynasty; after nearly30years of the Republic of China, it had been basicallydetermined; after the foundation, the changes of modern schools in our country have gonethrough three stages: the construction of new socialist schools, the reconstruction of modernsocialist schools, and the changes of modern socialist schools, during which there are somegreat events of schools changes.The schools changes are the fundamental changes to the current situation of schools, andthe process of dynamic generation. And this dynamic generation has strong initiative andself-organization. Analyzing the change practice of Chinese modern schools, dilemma andappeal coexist. The changes of modern schools are often in a mess, so it is frequent to go backon the original intentions, and it is difficult to get rid of the cosmetic and formal changes, andwhat’s worse, change subjects are absent and dissociate themselves from changes to someextent. Three fundamental rules should be followed as to the efficiency analysis of modernschools’ changes from the point of pedagogy, that’s, conformity to aim, conformity to educate,respecting teachers’ professional autonomy. The design of the changes’ aims should be inharmony with the educational aims of a country, and cannot violate the fundamental rules ofeducation; the aims and actions of changes should be in harmony with the essence ofeducation, and cannot do harm to education, which is the essential attribute of education; thereform programs should respect the teachers’ professional autonomy as far as possible, andcannot sacrifice the teachers’ professional development.The effectiveness of schools’ changes should be multi-staged, and it is hard tocomprehend accurately any single mode of thinking. When analyzing the effectiveness ofschools’ changes from the point of pedagogy, we should adhere to the thinking mode ofaims-satisfaction-vague-integration. Pedagogy is a complex subject, and subtle systemsanalysis cannot explain accurately the educational facts, so one of the preferences should bethe application of nebulous concept judgment and fuzzy thinking mode of fuzzy reasoning.And analysis framework, based on integration thinking mode, is of practical value.Theanalysis framework of this essay consists of four dimensional models: reform aims, reformplans, reform participants (teachers and students), which are the three key elements of schoolschanges. This essay chooses different perspective respectively, lists analysis points of everyperspective with open questions, and analyzes the chosen case under the framework.