促进学生发展的学校制度建设

如任何其他制度一样，学校各种制度的设计都有其前在假设，从不同假设出发的制度设计有不同的功能。持\＂恶而能动＂的人性假设，会看重制度的限制和控制功能；持\＂中性而被动\＂的人性假设，会制订塑造式的制度；持\＂善而能动＂的人性假设，会提出保护的、激励的、适度规范的制度主张。在学校变革持续推进的今天，一些学校的制度建设坚持以学生主动健康的成长需求为出发点。在实践探索中，首先涉及学生在自己的组织运行中自主生成相关制度，然后是建立与学生发展直接相关的制度，最后是校内及校外一切与学生发展间接相关的制度。

＂Just like other institutional designers， the designers for school institutions hold the preexistence hypothesis of humanism. Based on different hypothesis， different institutions will present different functions. The institutions which are designed on the ＂＂bad and initiative＂＂ hypothesis emphasize on the restriction and control; the ones which are designed on the ＂＂neutral and passive＂＂ hypothesis emphasize on modeling; the ones which are designed on the ＂＂good and initiative＂＂ hypothesis focus on protective， incentive and appropriate restrictions. With the boosting of school reform， the institution onstruction in some schools persevere the idea that the need for student development is the standpoint to renew the institution. In practice， the institution creatively construct in the process that the students organize the activities by themselves， then the institutions which directly connect with the students development are constructed. At last， the institutions inside and outside the school system， which connect with the student development indirectly， such as teaching research institution， teacher development institution and the institution for the articipation and communication between schools and communities. We figure out delightedly the institutions for the student development are creating， aggregating and forming.＂