学校管理过程中,往往存在这样的悖论:领导总是觉得教师不够积极,不太驯服,不易驾驭,不能全身心投入工作;而教师则总是感到领导制约太多,信任不够,号令太多,亲历不够,指责太多,理解不够,划一太多,兼容不够,因而与领导难以沟通,对工作无暇创新。笔者以为,这种状况的根源在于“二元分立”的传统管理方式,人为地将有着同等尊严、同样主体性的人分为“施管者——被管者”两个等级。这种管理 In the process of school management, there often exist such paradoxes: the leaders always think that the teachers are not active enough, not too tame, not easy to control and can not dedicate themselves to work; and teachers always feel that there are too many leadership constraints, insufficient trust and too many orders , Not enough experience, blame too much, not enough understanding, too much uniformity, not enough compatibility, it is difficult to communicate with the leadership, no time to work innovation. The author believes that the root cause of this situation lies in the traditional management mode of “duality and separation”, which artificially divides people with the same dignity and same subjectivity into two categories: “manager-manager” . This management