The Research On Conflicts Of Different Types Of School Partnerships

Currently, our society has gone through and is still engaged in a profound transformational change. The transformation of society will inevitably bring about the transformation of education which includes the changes of school. However, it is difficult to achieve systemic change and development if the school relies on its own strength alone. So cooperation between schools turns into an effective way for schools to reform and this way has entered the vision of researchers as well as produced a huge success. Meanwhile, more and more schools and other forces participate in the process of school cooperation which includes both administrative departments and education agencies.These different subjects objectively present some differences in culture, management philosophy and other aspects and when they cooperate, these differences will be apparent to some extent. Also as a result of the tortuous process of cooperation and various factors, there will inevitably be some conflicts and difficulties. In order to promote cooperation in an orderly manner, we must analyze these conflicts and difficulties.In this article, based on the previous analysis of data and materials, the author divided school cooperation into three types which included government-led cooperation, university-participated cooperation and school-autonomous cooperation. Then, based on the division of the three types, the author made an analysis and comparison of them from five dimensions, such as the attitude towards cooperation, relationships, status, goals, tasks, culture, management and so on. The conclusion is as follows:University-participated cooperation is characterized by theory-oriented and the core problem it solves is the mutual transformation and interactive creation between theory and practice, meanwhile the most important expression of conflict lies in the difference between practical culture and academic culture. At the same time, government-led cooperation is executive order-oriented. The core problem of it is the balanced development and equity of education and the biggest conflict is that how high-quality education resources can be popularized while the government is engaged in transformation. However, the most important feature of school-autonomous cooperation is social relationship-oriented, which aims to improve the quality and level of education in schools and has the main conflict that lies in the relationship between cooperative community and school as well as the mechanism that schools used to maintain long-term cooperation.Finally, based on the analysis above, the author gave some suggestions for the improvement of school cooperation in order to advance both the theory and practice of it as well as promote the development of education in China.