| 学校教学质量持续改进的三种模式 |
| |
| 引用本文： | 程凤春,俞继凤.学校教学质量持续改进的三种模式[J].教师教育研究,2004,16(1):52-56. |
| |
| 作者姓名： | 程凤春 俞继凤 |
| |
| 作者单位： | 北京师范大学教育管理学院,北京,100875;北京旅游学院教务处,北京,100101 |
| |
| 摘 要： | 本文介绍和分析了教学质量持续改进的三种模式。“戴明循环模式”是教学质量改进的基本模式,适用于各个方面、各种层次的改进;“组织变革模式”的改进程度比较大,适用于比较大型的改进;“学习型组织模式”重在培养组织的学习和自我完善能力和习惯。本文建议:通过“学习型组织模式”培养学校不断改进的习惯和能力,经常性的改进使用“戴明循环模式”,当改进遇到较大阻力时,使用“组织变革模式”加以突破。
|
| 关 键 词： | 教学质量 持续改进 戴明循环 组织变革 学习型组织 |
| 文章编号： | 1672-5905(2004)01-0052-05 |
| 修稿时间： | 2003年5月10日 |
The Three Models for Continuous Improvement of School Teaching Quality |
| |
| CHENG Feng chun,YU Ji feng.The Three Models for Continuous Improvement of School Teaching Quality[J].Teacher Education Research,2004,16(1):52-56. |
| |
| Authors: | CHENG Feng chun YU Ji feng |
| |
| Institution: | CHENG Feng chun1,YU Ji feng2 |
| |
| Abstract: | The article introduces and analyses three models of teaching quality continuous improvement. The model of Deming's cycle (MDC) is the basic one, which can be used in all aspects and all levels; the model of organizational reform(MOR) is suitable for large improvement; the model of learning organization(MLO) focuses on cultivating the learning custom and ability of organization and its members. This article suggests that Schools use MIO to cultivate their learning custom and ability, use MDC in regular improvement, and use MOR to break through the resistance of improvement. |
| |
| Keywords: | teaching quality continuous improvement Deming's cycle organizational reform learning organization |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
