教育舆情研究:从兴起到有效的路径探索  

Research of Public Educational Sentiment:from Beginning to Validity in Route Exploration

作　　者：张天雪[1] 张冉[1] 

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《清华大学教育研究》2011年第5期102-107,共6页Tsinghua Journal of Education

基　　金：浙江省教育厅重点项目"浙江省教育舆情分布及热点问题的政策应对"(Z201018344)

摘　　要：教育舆情研究已由萌芽阶段进入到兴起阶段,但规范的教育舆情研究尚未形成。教育舆情研究要从研究主体、研究对象和研究手段等方面加以规范,规范的教育舆情研究会提升舆情效度。教育舆情的有效性来自于信息采集和舆情分析两个环节,需要专业的研究主体和研究手段,逐步形成相应的研究范式。这是教育政策决策的需要,也是教育治理过程中关注民生,体恤草根意愿的必然选择。Public educational sentiment has caused worldwide concerns to the decision-makers and educational researchers. The study has moved from the embryonic stage to the arising stage, but the normative research has not been formed. The subjects, objects and methods of educational sentiment research should be regulated, and particularly in terms of research subjects, the subjects of expression, the channels of emotional appeal and distribution characteristics of educational sentiment itself should be specified. A normative educational sentiment research can improve the validity of educational sentiment which comes from the professional information collection and public sentiment analysis, and it may be helpful in making education policies.

关 键 词：教育舆情 教育舆情研究 研究效度 

分 类 号：G40-034[文化科学—教育学原理]