教师政策体验的基本范畴及其路径  

Basic Categories and Path of Teachers' Policy Experience

作　　者：祁型雨[1] 李腾达[1] 

机构地区：[1]沈阳师范大学教育经济与管理研究所,沈阳110034

出　　处：《教育发展研究》2010年第2期35-39,共5页Research in Educational Development

基　　金：教育部人文社会科学研究项目"关于教育政策的评价标准研究"(05JA880029)的部分成果

摘　　要：教师既是教育政策的执行者,也是教育政策的受益者,因而教师的政策体验在一定程度上关系到教育政策制订和实施的有效性。本文指出,教师在保证教育政策的客观性与有效运行方面有着不可替代的作用。文章重点探讨了教师政策体验的基本范畴,认为教师政策体验包括价值体验、过程体验和内容体验,同时从政策研究和政策实践两方面探讨了教师政策体验的基本路径。Teachers are not only the actors of educational policy, but also the beneficiaries of educational policy. Thus, to some extent, teachers＇ policy experience is related to the effectiveness of educational policy formulation and implementation. This article firstly discusses the necessity of teachers＇ policy experience in school improvement; secondly the fundamental categories of teachers＇ policy experience and the author believes teachers＇ policy experience includes value experience, process experience and content experience; and finally the basic path of teachers＇ policy experience from the aspects of the policy research and policy practice.

关 键 词：教育政策 教师政策体验 

分 类 号：G521[文化科学—教育学]