从互动到联动:20世纪中后期教育科学与公共政策的关系变迁研究  

From Interaction to Linkage:A Study on the Relationship between Educational Science and Public Policy in the Middle and Late 20th Century

作　　者：张妍[1] 张彦通[2] ZHANG Yan;ZHANG Yantong(Liaoning University,Shenyang Liaoning 110136;Beihang University,Beijing 100191)

机构地区：[1]辽宁大学高等教育研究所,辽宁沈阳110136 [2]北京航空航天大学人文与社会科学学院,北京100191

出　　处：《现代教育管理》2020年第6期41-47,共7页Modern Education Management

基　　金：辽宁省“兴辽英才计划”资助项目“老工业基地振兴与东北高等教育战略高地建设研究”(XLYC1804004)。

摘　　要：教育科学与公共政策间的关系是教育科学落实到实践层面的重要方面,20世纪中后期,教育科学与公共政策间的关系发生了新的变化。一方面,教育科学的改革与发展开始越来越需要公共政策引领与驱动,教育科学开始逐步意识到,在理解和改变世界的问题上,必须和公共政策架起持续互动的桥梁;另一方面,公共政策也开始体现出更需要教育科学承担起公共服务的责任。二者之间呈现出了从简单互动走向逐步联动的新局面,既体现了公共政策与教育科学的内在逻辑关系,也在更深层次上体现了教育科学从公共政策边缘走向中心的显著变化。The relationship between education science research and public policy is an important aspect of the implementation of education science into practice.In the middle and late 20th century,new changes took place in the relationship between educational science and public policy.On the one hand,the reform and development of education science increasingly need the support and push of public policy.Education science gradually realizes that it must build a bridge with public policy to understand and change the world.On the other hand,public policy has begun to reflect the greater need for education science to assume the responsibility of public service.The two have presented a new situation from simple interaction to gradual linkage,which not only reflects the internal logical relationship between public policy and education science,but also reflects the significant change of education science from the edge to the center of public policy at a deeper level.

关 键 词：教育科学 公共政策 高等教育 教育政策 智库 

分 类 号：G40-011.8[文化科学—教育学原理]