教育扶贫视阈下乡村教师支持政策执行效果研究——基于史密斯政策执行理论模型  

Study on the implementation effect of rural teacher support policy under the perspective of education poverty alleviation——Based on Smith’s policy implementation theory model

作　　者：李钊 谭刚[1] LI Zhao;TAN Gang(School of Management,Xinjiang Agricultural University,Urumqi 830052,China)

机构地区：[1]新疆农业大学管理学院

出　　处：《湖北农业科学》2019年第17期140-146,共7页Hubei Agricultural Sciences

基　　金：新疆农业大学研究生科研创新项目(XJAUGRI2017026)

摘　　要：以新疆维吾尔自治区乡村教师支持计划为切入点,基于史密斯政策执行理论模型,结合新疆维吾尔自治区阿瓦提县14所中小学的调研数据,对政策执行效果进行综合分析与评价。结果表明,该县乡村教师支持计划整体执行效果一般。政策执行过程中,一些略显笼统的政策内容为政策自上而下执行留足了空间,政策模糊执行造成政策阻滞;政策资源靶向偏差,政策执行中精英俘获现象明显;乡村教师对政策的认知度不高,内驱力不足。据此,该县需强化政策完整性,降低选择性执行风险;加大对政策执行后期监督与反馈,谨防政府行政自由裁量权逾越权力边界;逐步提升乡村教师对政策的认同度与参与度,以期更好地推进教育扶贫工作。This paper takes the rural teacher support plan as the breakthrough point,follows T.B.Smith's research paradigm of policy implementation process,and combines the data of 14 primary and secondary schools (including teaching points) in Awati County to make a comprehensive analysis and evaluation of the policy implementation effect.The results show that the overall implementation effect of the "Rural Teacher Support Plan" in this county is general.In the process of policy implementation,some general policy contents leave enough flexibility space for policy implementation from top to bottom,which results in the obstruction of policy vague implementation;the deviation of policy resources targeting,the phenomenon of elite capture in policy implementation is prominent;the awareness of rural teachers is not high,and the internal drive is insufficient.Accordingly,the county should ensure to strengthen the policy integrity and reduce the risk of selective implementation;increase the supervision and feedback on the late implementation of the policy,and guard against the government's administrative discretion exceeding the power boundary;and gradually enhance the recognition and participation of rural teachers in order to better promote poverty alleviation through education.

关 键 词：乡村教师支持政策 执行效果 史密斯政策执行模型 因子分析 

分 类 号：G459[文化科学—教育学]