学校教研组织与制度的变革： 兼顾技术环境与制度环境的改善

Reform on the School Teaching Research Organization and Institution ： Improvement of Technical Environment and Institutional Environment

具有中国特色的中小学校教研组织与制度，在新的教育改革阶段，需要进一步完善和变革。借助新制度主义组织社会学的理论，分析学校教研组织的特性，发现受强制、模仿、规范三种机制的影响，学校教研组呈现出明显的趋同性。以苏联经验为基础，在三级教研制度的形成中，围绕提升教学质量这个核心，学校教研制度经历了制度的创建、扩散和维持的过程。学校教研组在内部技术环境和外部制度环境的共同支撑下，需要统筹兼顾技术环境与制度环境，将二者对立的矛盾面，转化为统一发展的共同体，去除其趋同性，促使学校教研组织与制度焕发新生。

School teaching research organization and institution with Chinese characteristics is facing predicament in the new educational reform era. In the perspective of new institutionalism in the sociology of organization， the teaching research organization has shown a clear institutional isomorphism under the influence of three mechanisms， that is， coercive mechanism， mimetic mechanism and normative mechanism. Based on the experience of the Soviet Union， in the process of forming three-layer teaching research institution， the teaching research institution took the improvement of teaching quality as the core and had experienced the process of institutional creation， spread， maintain and recession. Supported by internal technical environment and external institutional environment， the teaching research group should take into consideration the improvement of both technical environment and institutional environment， transform the conflicts of the two into uniformity， and get rid of isomorphism. This w ill promote the development of the organization and institution of school teaching research group.