从制度主义到行动主义:我国教育治理的推进路径  

From Institutionalism to Activism: The Promotion Strategy of Education Governance in China

作　　者：宋志燕[1] SONG Zhi-yan(Institute of Education Science,Changzhi University)

机构地区：[1]长治学院教育研究所,山西长治046011

出　　处：《教育理论与实践》2022年第34期16-21,共6页Theory and Practice of Education

摘　　要：教育治理是国家治理的重要组成部分,从方法论层面探析我国教育治理的生成逻辑是提升教育治理水平的原点。制度主义理论视角下的教育治理将治理效能蕴含在以多元参与、协商共治为特征的制度体系创建与完善之中,但把复杂鲜活的治理场域简单化了。行动主义理论视角下的教育治理强调治理主体的治理行为,通过对规则与行为的融合以及相互关系的反思性重构,走出了制度宰制的思维束缚。教育治理效能正是生成于行动者的治理行为与教育制度引导约束的良性互动过程之中,我国教育治理的推进路径就体现为提升多元主体治理能力,化制度优势为治理效能。Education governance is an important part of national governance. It is the initial point of improving education governance to analyze the generative logic of education governance in China at the methodological level.From the perspective of institutionalism,the education governance is contained within the creation and improvement of the institutional system characterized by diversified participation,consultation and co-governance,but it simplifies the governance field which is complex and dynamic. From the perspective of activism theory,education governance emphasizes the governance behavior of governance subjects, and it breaks the thinking shackle of institutional domination through the integration of rules and behaviors and the reflective reconstruction of their relations. The governance effectiveness of education is generated from the benign interaction between the governance behaviors of the actors and the regulations constraint. The promotion strategy of education governance in China is demonstrated by the process of improving the governance capability of multiple subjects and transforming institutional advantages into governance effectiveness.

关 键 词：教育治理 制度主义 行动主义 多元主体治理能力 

分 类 号：G40-058[文化科学—教育学原理]