摘要
集团化办园是新时代促进区域学前教育优质普惠发展的重要路径,但实践中资源稀释的隐忧和组织间协作发展的障碍是集团内部难以实现跨组织知识资源整合的原因所在。教师跨组织知识共享意愿是知识共享行为的决定因素,对其影响因素和作用机制的剖析,可以为不同类型集团化幼儿园提升办园质量和缩小办园差距提供有效策略。借助多水平路径分析、系统动力学等方法探究教师跨组织知识共享意愿的差异、形成机制和演化趋势,研究发现,在不同集团化办园模式下,影响教师跨组织知识共享意愿的驱动因素和阻碍因素一致,但影响路径和作用程度存在差异。其中“,资源孵化模式”园所的教师和园长的跨组织知识共享意愿程度均显著高于“帮扶协作模式”园所,且这一差异在较长的时间周期内仍然存在。提升两类集团化幼儿园教师的跨组织知识共享意愿,既要从共性需求上采取有效措施,又要从差异出发提供针对性的支持。这需要构建“个体—组织”协同的知识共享双层激励机制,形成基于情感联结的组织信任文化,搭建知识共享平台,从而重塑园内与园际知识共享生态,真正使集团化办园成为建设公平优质基础教育体系的中国方案。
Group-based kindergarten operation is an important way to promote the high-quality and inclusive development of regional preschool education in the new era.However,in the practice,concerns over resource dilution and the obstacles to inter-organizational collaboration have led to difficulty in achieving cross-organizational knowledge integration within kindergarten groups.Teachers'willingness to share knowledge across organizations is a decisive factor in knowledge sharing.An analysis of its influencing factors and mechanisms helps to provide effective strategies for different types of kindergarten groups in their improving educational quality and narrowing kindergarten-running performance gaps.This study,based on multilevel path analysis and system dynamics modeling,explores the difference,mechanism and evolutionary trends in teachers'willingness to share knowledge across organizations.The findings reveal the following:Under different models for group-based kindergarten operation,the driving and hindering factors influencing teachers'willingness to share knowledge across organizations remain consistent,but the pathways to exert influence andthe effect sizes vary significantly.Specifically,the teachers and principals in kindergartens under the model for"resource incubation"demonstrate a significantly higher level of willingness to share knowledge across organizations than those in kindergartens under the model for"assistance collaboration,"with the disparity lasting over a long period of time.To enhance teachers'willingness to share knowledge across organizations in both types of group-based kindergartens,we must not only take effective measures to meet their common needs,but also provide targeted support based on their differences.This requires us to establish an"individual-organization"collaboration-based incentive mechanism for knowledge sharing,develop a culture of organizational trust based on emotional connections,and build a knowledge-sharing platform,thereby reshaping the knowledge-sharing ecosystem within and across kindergartens,and truly making group-based kindergarten operation a Chinese solution to building an equitable and high-quality system for basic education.
作者
石艳
董虹伶
Shi Yan;Dong Hongling(the Faculty of Education,Northeast Normal University,Changchun 130024)
出处
《教育研究》
北大核心
2025年第6期112-125,共14页
Educational Research
基金
国家自然科学基金2023年度面上项目“循证信息干预对降低幼儿园教师流动的影响研究:基于园长行政支持的随机实验”(编号:72274033)的研究成果。
关键词
学前教育
集团化办园
跨组织知识共享
教师知识共享意愿
preschool education
group-based operation of kindergartens
cross-organizational knowledge sharing
teachers'willingness to share knowledge
作者简介
石艳,东北师范大学教育学部教授;董虹伶,东北师范大学教育学部博士生(长春130024)。
