Researches On School Responsibility From Analysis Of Middle School And Elementary School

Researches on the school responsibility are very helpful for school reformation, teachers’ development and students’ training. From the view of social division, school is a specialized agencies engaged in education. Students’ training is the basic school responsibility. However, school responsibility is becoming more and more complicated with the social development. Especially in the present of market economy and twenty-first Century Chinese overall social transformation, the social conditions have changed a lot, and the educational environment directly related to school is also under continuous changes, such as education policy, education system, education culture. So, in the present age, what responsibilities does school have? Should school have all these responsibilities? What kinds of responsibilities should school have? To answer these questions, current studies were divided into four chapters and conducted from theory analysis, reality perspective to practice construction.Chapter1reviewed the historical changes of school responsibility. In ancient society, school was a part of state machine and was considered as the privilege tool for ruler to govern the lower people. The ancient school development was closely related to government official selection. Government officials were directly and indirectly selected from school. Direct selection mainly happened in Xia, Shang, West Zhou and Song dynasty. Indirect selection means the school was the way and source for potential government official. When western learning came to China after the Opium War in1840, the school was improved and innovated in China, such as establishment of new schools, promulgation of the new academic structure, formation and implementation of class teaching system, separation of school and church, rise of public school movement. All these measures promoted the development of the responsibility of school education to some extent. With acceleration of social division since1949, the school not only had conditional responsibility of education. The opinions of "school was society" and "society was school" enriched the meanings of school as a social organization.Chapter2addressed the theoretical basis of school responsibilities from legal and ethical aspects. The policies, laws and regulations related to school responsibility are introduced from education responsibility and safety responsibility in the part of legal basis of school responsibilities. Moral obligation and responsibility ethics are stated in the part of ethical basis of school responsibilities. Moral responsibility has the features of non-system, custom culture dependence and self discipline. The theoretical basis of moral responsibility could be divided in different periods as the followings of subject freedom theory, role identity theory, social history theory and morally original debt theory. People must have moral knowledge, moral attitude and moral will to take moral responsibility. There are some differences between responsible ethic and traditional ethic, such as supporting strength, growing background and ethical view. So responsibility ethic emphasized expectation, self-discipline, care and entirety.Chapter3studied the present situation of school responsibilities. The problems of school responsibilities were that school has so many responsibilities. In addition, some responsibilities were inexplicit and some was not performed well. The essence of school responsibility problems is the conflicts among several responsibilities. The cause of school responsibility problems could be explored from social aspects and school aspects. The social reasons should include strong administrative power on school, the market economic environment surrounding school and multiple values under the multicultural view. While the reasons of school level were missing of school individuality, loss of school responsibility, temptation of interests from all parties were theLast chapter was the practical appeal of school. The settlement of school responsibility was strictly related to innovation of society and school but dependent on the responsible subject. The responsible problems of middle school and elementary school could be resolved by the awareness of responsibility, capability of responsibility and system of responsibility. Awareness is the prerequisite. Awareness is a prerequisite for all behaviors. Awareness could be formed on the basis of self understanding and social requirements under certain conditions and grasp of their own behavior and subsequent consequences. Awareness plays a decisive role in the responsible behavior. Capability of responsibility was the condition. Capability provides the possibility to execute responsibility. System was the guarantee, including law system and moral system The law system was formal constraint while moral system was informal. But polices and regulations were the strategies to perform school responsibility well.