提升教育规划执行力:从“文本”走向“行动”  

Enhancing Implement Capability in Education Plan:from "Texts" to "Practice"

作　　者：李根[1] 包根胜[1] 

机构地区：[1]亳州师范高等专科学校基础教学部,安徽亳州236800

出　　处：《太原师范学院学报（社会科学版）》2012年第1期120-123,共4页Journal of Taiyuan Normal University:Social Science Edition

基　　金：安徽省级高校人文社会科学研究项目:<皖北县域教育规划编制与实施的模式研究>(2011sk531);安徽省教育科学规划课题:<皖北县域学前教育资源与投入的实证研究>(JG11088)

摘　　要：教育规划是一个持续的过程。高质量的教育规划不仅仅关注文本的制定与宣传,更应该注重执行过程及其效果的提升。教育规划执行力系指教育规划三大子系统互动、有效实现规划目标的效能。影响教育规划执行力提升的因素大致可划分为教育规划活动主体、教育规划环境条件、教育规划自身和具体操作技术四大类别。它们相互作用,共同影响着教育规划执行力的发挥。Educational planning is a continuous process.The high quality educational plans are not only focusing on its texts and publicity,but should also on enhancing the implementation process and its effects.Implement capability of education plan refers to the interaction and efficiency in realizing its goals between its three plan sub-systems.The factors that influence the implementation of the capability of educational plan can roughly be categorized into four aspects： the planning subjects,the planning environments and conditions,the planning itself,and actual operational techniques,whose mutual action influences the exertion of the implementation of educational plan.

关 键 词：教育规划 执行力 模式 文本 影响因素 

分 类 号：G40-011.8[文化科学—教育学原理]