农村学校布局调整政策逻辑的反思与重构  

Rethinking and Reconstructing the Logic of Rural School Distribution Adjustment Policy

作　　者：王树涛[1,2] 毛亚庆[1] 

机构地区：[1]北京师范大学教育学部 [2]中国海洋大学基础教育中心,青岛266100

出　　处：《教育发展研究》2015年第10期1-6,19,共7页Research in Educational Development

基　　金：国家社会科学基金教育学青年课题"农村留守儿童情绪智力研究:量表问题;前因;后果及学校支持策略"(CFA130154);国家自然科学基金面上项目"西部地区义务教育阶段处境不利儿童教育状况与改进研究--基于公平有质量的教育视角"(71173021)的部分成果

摘　　要：在农村学校布局调整政策的制定与执行中,政策执行者的功利主义逻辑与政策制定者的直觉主义逻辑存在根本的冲突与缺陷,并缺乏对利益相关者多元利益诉求的回应。为应对这些冲突与缺陷,需要诉诸罗尔斯的自由主义平等理论,使政策目标指向完善的程序正义,在建构过程中采用词典式优先序列,让最少受惠者成为政策正义的裁判,并通过反思平衡的方法对政策进行持续修正。In the distribution adjustment of rural schools policy making and implementation, executor＇s utilitarianism has conflicts and defects with policy maker＇s intuitionism, and no enough concern has been given to stakeholders＇ different interests. How can these conflicts and defects be Solved？ John Rawls＇s theories on liberalistic equality give us some enlightens. Our education policy should aim to perfect procedural justice, policy making process should keep lexical order, policy judgment should rely on the groups with disadvantages, and policy amending should use the method of reflective equilibrium.

关 键 词：学校布局调整 政策逻辑 直觉主义 功利主义 多元主义 自由平等主义 

分 类 号：G639.2[文化科学—教育学]