从常规制到项目制:改革开放以来我国民族预科教育治道变革  

From the Conventional System to the Project System: the Change of Governance Model of the Ethnic Preparatory Education in China since the Reform and Opening Up

作　　者：胡炳仙 胡绮轩 周婷 Hu Bingxian;Hu Qixuan;Zhou Ting(School of Education,South-Central University for Nationalities,Wuhan,Hubei,430074,China)

机构地区：[1]中南民族大学教育学院,湖北武汉430074

出　　处：《教育科学探索》2022年第2期39-46,共8页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：2020年国家民委民族研究后期资助项目“我国民族预科教育政策质量评价研究”(编号:2020-GMH-006)研究成果。

摘　　要：教育治理现代化是新时代我国教育现代化的重要体现。民族预科教育治理受国家的政治和社会文化的因素影响,在不同时期呈现出阶段性差异的特征。改革开放以来,民族预科教育经历了“常规制”和“项目制”的两个治理阶段。1978年至2004年,民族预科教育以常规治理为基本逻辑,以管制主义为基本特征,以封闭的官僚组织管理为基本框架,通过指令性计划和强制性规章制度,保证了民族预科教育的发展目标和任务实施。2005年以来,民族预科教育开始引入“项目制”的治理模式,通过“发包”“打包”“抓包”等机制,以超常激励和倾斜为手段,引入了目标量化和市场竞争,诱发下级单位积极参与竞争,推动政策高效运行。然而,民族预科经过四十多年的发展,民族预科常规治理制度已经形成了路径依赖。民族预科走向项目治理,需要及时抓住宏观体制改革的机遇,推动民族预科的治理方式创新,使其成为少数民族学子成才的金色桥梁。Educational governance modernization is an important part of our country’s education modernization in the new era. The governance of ethnic preparatory education is influenced by the political and social culture, which shows the characteristics of different stages in different periods. Since the implementation of the reform and opening up policy in China, the governance of minority preparatory education has experienced two stages from the “conventional system” to the “project system”. Conventional governance takes the bureaucratic hierarchy as the basic framework and follows the closed organizational management model with all units in their own positions, realizing the stability and effectiveness of the basic system of preparatory education, and ensuring the goals and working directions of the ethnic preparatory course. Since 2005, the ethnic preparatory course has gradually entered the “project system” as the core governance model. Through the mechanisms of “sending packet”, “packaging” and “packet capture”, the project system introduces target quantification and market competition by means of extraordinary incentives and policy preferences, and encourages subordinate units to actively participate in competition and promote efficient operation of policies. After nearly 40 years of development, the traditional governance system of ethnic preparatory school has formed a path dependence. It is necessary to seize the opportunity of macro-system reform in order to promote the innovation of ethnic preparatory education governance, so that the ethnic preparatory education becomes the golden bridge for the ethnic students to develop into talents.

关 键 词：少数民族 预科教育 治理模式 

分 类 号：G758.4[文化科学—教育学]