乡村教师定向培养的政策执行分析——基于《乡村教师支持计划(2015—2020年)》实施的考察  

Analysis on Policy Implementation of Rural Teachers Directional Training——A Research on Implementation of Rural Teachers Support Program (2015—2020)

作　　者：许红敏 王智秋[3] Xu Hongmin;Wang Zhiqiu(Capital Normal University,Beijing 100023)

机构地区：[1]首都师范大学教育学院,北京100023 [2]南京晓庄学院 [3]首都师范大学,北京100023

出　　处：《当代教育论坛》2022年第2期116-124,共9页forum on contemporary education

基　　金：全国教育科学“十三五”规划课题2018年度一般项目“乡村教师的文化境遇及改善研究”(编号:BHA180148)的阶段性研究成果。

摘　　要：《乡村教师支持计划(2015—2020年)》已结束探索期走向深入推进阶段。作为举措之一的乡村教师定向培养政策在国家导向下由地方政府、师范院校合作执行。以范米特与范霍恩的政策执行系统模型分析其执行与落地情况发现:地方政府在定向培养的政策标准、政策目标方面与国家形成高度共识;执行过程中政策资源充足,具备良好的经济、制度环境;与师范院校之间形成了强化与协同的合作力量。师范院校在师德修养和能力训练方面具备丰富的培养经验,院校对政策的处置与回应也直指“下得去、留得住、教得好”的乡村教师。“自上而下”的政府主导模式确保了计划实施的权威效力和实施效率,在数量与质量上均基本完成计划目标与培养标准,实现政策初衷。但本政策在执行方面还需进一步厘清教育逻辑与行政逻辑之间的关系,协调工具理性与价值理性的关系,健全监测和激励机制。The exploratory period of the Rural Teachers Support Program from 2015 to 2020 has ended and the stage of in-depth promotion has begun. Rural Teachers Directional Training, which is national-led and jointly implemented by regional governments and normal universities, is one of the approaches to support the Rural Teachers Support Program. This paper analyzed its implementations by using the policy implementation model of Van Meter and Van Horn, it found that: The regional government had formed a high consensus with the national government in terms of policy standards and policy objectives of directional training. Meanwhile the implementations were accompanied by adequate political resources, fair economic and systematic environments. In addition, a strengthened, coordinated power was formed through an cooperation with normal universities. Normal universities not only have rich experience in the cultivation of teachers’ morality and ability, but also in the implementation of policies for teachers to go into rural areas, willing to stay and teach. Government Leading Strategy ensures authorized effects and implementing efficiency of the policy, and program objectives and training standards are both basically achieved from quantitative and qualitative perspectives, meeting the initial goal. In terms of executing logic, however, some improvements could be further made: The relationship between educational logic and administrative logic, coordinate the relationship between instrumental rationality and value rationality,and improve the monitoring and incentive mechanism are still need to be clarified.

关 键 词：乡村教师支持计划(2015—2020年) 定向培养 政策执行 范米特与范霍恩政策执行系统模型 

分 类 号：G525.1[文化科学—教育学]