| Summary: | 本研究旨在建構具有我國文化生態特色之陰陽權變組織文化理論；並從陰陽權變組織文化角度，探討國民小學組織文化之基本假定、價值觀念與行為表現特色；希望提出改進我國國民小學組織文化之建議。
有關我國國小陰陽權變組織文化之基本假定，主要包括：強調「陰陽權變、合和生易」的形上假定、「圓融辯證、動態平衡」的思維假定、「倫理道德、批判反省」的人世假定暨「有教無類、五育並進」的教育假定等項目內容。在上述基本假定中，「陰陽權變」的基本假定是國民小學教職員工行為的基模；而「批判反省」的基本假定，則是使「陰陽權變」的基本假定能恰如其份地達到「合和生易、圓融辯證、倫理道德與五育並進」境界的更根本假定。
有關我國國小價值觀念與行為規範，主要可以歸納為下列六項：
一、表現「平凡的規範與追求卓越品質」暨「服從權威取向與民主平權導向」並存的價值觀念與行為規範。
二、表現「安定和諧與革新創造」暨「人文倫理與科學管理」並存的價值觀念與行為規範。
三、表現「人情回報關係與法治紀律秩序」並存的價值觀念與行為規範。
四、表現「世俗形式面子與理想務實作為」並存的價值觀念與行為規範。
五、表現「功利經濟物質與批判反省精神」並存的價值觀念與行為規範。
六、表現「教育專業取向與行政科層導向並存的價值觀念與行為規範。
就我國國小組織文化中之具象文化而言，個案學校之組織文化具有下列特色：
一、建築文化強調「和諧活潑、民主參與與專業品質」的價值思想；並以開放的思想文化取代灌輸的教條文化。
二、學校識別系統具有「化妝」的效果與「畫龍點睛」的妙用。
三、學校之各項典禮儀式與溝通網路能有效強化「和諧」的價值觀，但有關卓越品質暨五育並進的價值觀則未被特別強調。
四、學校靈魂人物的共同價值觀念與行為特徵為：重視學校的和諧氣氛，做事認真負責、熱忱服務、對學校有所貢獻。
五、和諧的學校氣氛是學校最大的特色，也是學校同仁的共識與驕傲。
六、學校教師很少思考基本假定問題，他們對於基本假定常習而不察，認為基本假定是一種理想上的概念。
七、行政要求應合情合理，如此才可避免教師形式化的表面反應，及以對策應付政策的窘境。
八、學校行政主管在處理校務時，會考慮到教師的面子，而採取較人性的領導，較婉轉間接的溝通方式，與較溫和的暗示，使學校同仁能接受領導，並使學校氣氛較和諧圓滿。
九、學校行政主管認為在中國社會中，行政作為受人情關係影響是一種很難避免的現象；不過，除了不違反法令外，為儘量實現社會正義公平原則，應建立更透明公開的行政流程與制度。
十、大多數老師仍存有「陰陽權變、動態平衡」的二元並存價值觀念，問題是如何拿捏得的恰到好處，則需要進行更深入的研究。
最後，根據研究結果提出建議，以供教育行政機關、國民小學相關教育同仁，作為改進國民小學組織文化之參考。
=== The purpose of this study is to try to reconstruct the Yin-Yang Contingency Organizational Culture Theory. According to this theory, we can probe into the features of the basic assumptions, value system and ways of behaving of the elementary school in Taiwan. Afterwards, suggestions will be proposed.
The above-mentioned basic assumptions include the emphasis on the metaphysics hypothesis: "the apphcation of two opposing prmciples(like "yin" and "yang" in ancient Chinese philosophy) so that a better result will be withdrawn"; the thinking hypothesis: "world-orientation"; the ethics hypothesis: "ethics and morahty; criticism and introspection"; and the education hypothesis of "the equal emphasis on the five educations, i.e., the moral, intellectual, physical, social and art educations". The first hypothesis is the schema for the way of behaving of school faculty, while the second one is to assist the first to achieve the goals of the assumptions of" the outcome of better results, tactful analysis, ethics and morahty, and the equal emphasis on the five educations"
To begin with, there are six points featuring the value system and behavior mode of primary school:
A. Display the co-existent value system and behavior modes of the "ordinary mode and the pursuit of prominent quality" as well as the "obedient-to-authority orientation and the equal-rights orientation".
B. Display the co-existent value system and behavior modes of the "stability and harmony; renovation and creation" as well as the "ethics and scientific management".
C. Display the co-existent value system and behavior modes ofthe"social reciprocation relationship as well as the order of discipline and the rule of law".
D. Display the co-existent value system and behavior modes of "the idea efface valued by Chinese, and the ideally practical deeds.
E. Display the co-existent value system and behavior modes of the "mild utihtarian economy as well as the tough criticism and introspection".
F. Display the co-existent value system and behavior modes of "the professional-orientation of education as well as the section-orientation of administration".
As for the particular culture of the primary school organization, the following features are elicited from one case-studied school:
A. The architecture emphasizes the thinking of "harmony, liveliness, democracy participation and professional quality". In addition, the culture of primary school has changed from that of crammed dogma into that of open-thinking.
B. The school identity system has the "make-up" effect and that of addition to the finishing touch.
C. Every ceremony and communication network "consolidate" the value of" harmony". However, the value of prominent quality and the equal-emphasis on the frve educations are not in particular stressed.
D. The same value system and behavioral features shared by key persons in school are that they all stress on the harmonious atmosphere in school; they work hard, serve with passion and contribute abundantly.
E. The biggest feature of primary school is its harmonious atmosphere. This atmosphere is the consensus and the pride of all the school faculty.
F. Teachers seldom thmk about the basic assumption. In fact, they are not aware of those assumptions. In other words, they take them for granted, but treat them as ideal concepts.
G. The administrative requirements should be reasonable so that the superficial reaction and perfunctory attitudes from teachers can be avoided.
H. When handling administrative affairs in school, one should consider teachers "face", or respect teachers, and be humane to them. It's better to use indirect way of communication and moderate imphcation so that the colleagues can accept the leading and thus make the whole atmosphere harmonious and satisfactory.
I. Though it is not easy to be achieved this in a Chinese society, transparent and open administrative flow chart and system should be estabhshed in order to fulfil the principle of social justice.
J. Most of the teachers do have the concept of the co-existent value system of "the application of two opposing principles, and the adaptability in tactics to keep the balance". Yet the problem lies in how to achieve the appropriateness, which needs deeper research.
Finally, suggestions based on the outcome of the research will be provided to administrative organizations and the fellow officials responsible for the primary school education. Hopefillly, the advice will be of help for the improvement of the primary school organization.
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