我国教育政策评估研究的“本土化”审思  

The Reflection on the Localization of Educational Policy Evaluation Research in China

作　　者：李吟霁 彭虹斌[1] LI Yin-ji;PENG Hong-bin

机构地区：[1]华南师范大学,广州510006

出　　处：《大学教育科学》2023年第1期95-103,共9页University Education Science

基　　金：广东省2020年社科规划课题“弹性离校政策执行的地方化互适模式研究及效果评估”(GD20-CJY42)。

摘　　要：教育政策评估研究是保障教育政策评估有效实施的关键环节。我国教育政策评估研究的发展可以大体划分为萌芽初创、模仿借鉴、实践探索以及本土建构四个时期。在当前所处的本土建构阶段,面临的最大问题是教育政策评估研究的“本土化”问题。“本土化”的教育政策评估研究应具有主体性、互动性和非功利性特点,而我国却存在“教育政策评估研究的主体精神被遮蔽、教育政策评估研究的互动形式缺失、教育政策评估内容的自由思维匮乏”等困境。因此,需要共创“三足鼎立”式的教育政策评估研究主体,共建多元互动的教育政策评估研究体系,共探自由开放的教育政策评估内容。The research on education policy evaluation is the key link to ensure its effective implementation. The development of educational policy evaluation research in China can be roughly divided into four periods: sprouting and initial period, imitation and reference period, practical exploration period and local construction period. At present, in local construction period, the biggest problem faced is about the localization of education policy evaluation research. It has the characteristics of subjectivity, interactivity and non-utilitarianism. However, in China, there are such dilemmas as the main spirit of education policy evaluation research is obscured, the interactive form of education policy evaluation research is missing, and the free thinking of education policy evaluation content is scarce. Therefore,it is necessary to jointly create a tripod type of education policy evaluation research subject, build a diversified and interactive education policy evaluation research system, and explore the free and open education policy evaluation content.

关 键 词：教育政策评估 教育政策评估研究 改革 “本土化” 中西方 

分 类 号：G510[文化科学—教育学]