基于政策工具视角的日本教师研修政策分析  

An Analysis of Japanese Teacher Training Policy from the Perspective of Policy Tools

作　　者：李昱辉[1] LI Yuhui(School of Education,Shanghai Normal University,Shanghai 200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《外国教育研究》2020年第1期16-30,共15页Studies in Foreign Education

基　　金：教育部留学回国人员科研启动基金资助项目“日本校长专业标准研究”(项目编号:教外司留[2015]1098号)。

摘　　要：如何选择政策工具体现着政府的价值取向,决定着教师研修的走向和效果。20世纪80年代中期以来,日本经济社会和教育问题持续引发研修政策更新,依据政策内容可划分为偏重资格、个性、开放和支持的四个时期。不同时期的工具选择存在差异,而同一工具在不同时期又有所变化,且不同工具间的协作与融合渐趋紧密。由此,政府的政策“工具箱”不断扩展与兼容,工具应用的针对性和整合性大大加强。How to choose policy tools reflects the value orientation of the government and determines the direction and effect of teacher training.Since the mid-1980s,Japan's economic,social and educational issues have continued to bring about the renewal of train?ing policies.According to the policy content,it can be divided into four leaning periods:qualification,personality,openness and support.There are differences in tool selection in different periods,and the same tool has changed in different periods,and the cooperation and integration between different tools has become increasingly closer.As a result,the gov?ernment's policy"toolbox"is continuously expanded and becomes more compatible,and the pertinence and integration of tool applications are greatly enhanced.

关 键 词：日本 教师研修 政策工具 管理主义 自律主义 

分 类 号：G659[文化科学—教育学] G313