——基于符号互动理论的批判与实践探索
摘 要：全球化与教育变革引发学校文化变革议题，文化变革形势下学校领导存在着“危”与“机”的双重性，而经验性的学校文化领导实践和薄弱的研究呼唤学校领导研究新路向。在此背景下，符号互动理论为学校文化领导研究和实践提供了新的可能。
从符号互动理论的视角来看，学校文化是学校成员在互动过程中，定义、调整、认知、理解、运用学校符号及其意义的过程，以及在此过程中所形成的学校特有的符号意义系统；学校文化领导就是学校领导者以学校文化为基点，通过与学校成员的符号互动，引一导牛成和完善促进学生个体生命成长的学校符号意义系统的过程。此意义上的学校文化领导内涵主要包括：全面认知学校符号意义系统；树立明确的符号意义导向；推崇对话互动型领导；强调过程并注重学校成员的主体作用；注重贯穿于学校生活的“日常”领导等。根据学校文化本身的结构及领导者通过符号影响学校及成员的方式，学校文化领导的内容或结构可以分为五个方面:价值符号领导、道德符号领导、情感符号领导、制度符号领导、物质符号领导。
在以上理论观点和分析框架的基础上，本研究通过实地研究，运用观察、访谈法，结合量化问卷法，针对突出的问题进行普适性的验证。研究发现：学校文化领导实践价值取向存在着“宣称的”与“实际的”偏离，“‘言方”与“民间”差异的双重偏差；学校文化领导内容出现了物质符号形式与符号内容的分离，精致化的制度符号领导遗漏人的尺度，无形标一记的价值符号领导与正式显在的价值符号领导背离，基于口常生活的情感符号领导式微，权力滥用弱化道德符号领导等问题；其过程则存在着体制性校长更替导致学校文化领导断续难接，权威符号导致的形式民主，缺乏对话互动的指示性领导，以及应试阻挠下学校文化领导与执行分离的弊病。这些问题的存在让学校文化领导实践失去效力，本应富有生命力的学校文化彻底走了形，让位于强大的应试文化。
针对学校文化领导实践在价值取向、内容、过程方面存在的问题，需要树立并秉行育人取向矫正价值取向双重偏差；正确践行五种方式的符号领导提高文化领导内容有效性；从三个维度全而认知学校原有的符号意义系统以降解体制性断续难接风险；注重对话互动消解学校文化领导过程多重弊病等方式进行改进。
关键词：学校文化；学校文化领旨；符号互动论
总 结：
1、本研究基于符号互动理论，建构学校文化领导实践研究的理论框架，运用观察、访谈法并结合量化问卷法对学校文化领导实践进行了深描聚焦，反思批判学校文化领导实践存在的问题。
2、针对学校文化领导实践存在的问题，简要提出了相应的改进建议：（1）树立并秉行育人取向矫正价值取向双重偏差；（2）正确践行五种方式的符号领导提高文化领导内容有效性；（3）三个维度全面认知降解体制性断续难接风险；（4）对话互动消解学校文化领导过程多重弊病。
Abstract：Globalization and education reform lead to school culture revolution. School leadership has danger and opportunity in this case. Inexperienced school leadership and weak research ask for new way of school leadership study. In this context, Symbolic Interaction Theory provides a new possibility for school culture leadership research and practice.
From the perspective of Symbolic Interaction Theory, school culture is process and result of school members definite, adjust, cognition and comprehend school culture symbols and the means in the process of interaction. School culture leadership is the process of school leader guide to form and perfect symbol system, which is in favor of students' growth through symbolic interaction with school members. In the sense, the connotation of school culture leadership include: to overall cognitive school symbolic system, to set clear symbol significance tendency, to praise highly mutual dialogue leadership, to emphasis on process and pay attention to the main role of the school staff, to pay attention to "everyday" leadership throughout school life, etc. According to the structure of the school culture itself and the way of leaders influence school and the members, the content or structure of school culture leadership can be divided into five aspects: value symbol leadership, moral symbol leadership, emotional symbol leadership, institution symbols leadership, artificial symbol leadership.
To study existing problems of school culture leadership practice, on the base of theory views and analyzing form, the research has a field study in depth which utilize observation, interview method and combining quantitative questionnaire aiming at the prominent problems of universality validation. And the study indicates: firstly, the value orientation of school culture leadership practice exist double deviation; secondly, the content have a separation of material symbols and means, exquisite institution system miss the scale of people, The unintentional value symbol leadership is inconformity to formal one, the emotional symbol which base on daily life is weak, The abuse of power weaken moral symbols leadership; in the end, the process of culture leadership exist problems such as it suspended by principal replacement, authority symbol cause formal democracy, the lack of dialogue interaction, and the deviation of leadership and performance under the obstruction of exam culture.
To resolve these issues, there are four ways for endeavor: firstly, to set up and persist in education orientation to correct double deviation of value orientation. Secondly, to practice five ways of symbol leadership correctly to which improve validity of cultural leadership content. Thirdly, to cognize school original symbol meaning system entirely from three dimensions to which reduce risks of system degradation intermittently. Lastly, paying attention to dialogue interaction to which eliminate multiple problem of school cultural leadership.
Key words: school culture; school culture leadership; Symbol Interaction Theory
（雷芳 南京师范大学硕士研究生学位论文）