教育改革中非正式规则的诠解、机理及其转化  

The Interpretation,Mechanism and Transformation of Informal Rules in Educational Reform

作　　者：孙元涛[1] 张玲 SUN Yuantao;ZHANG Ling(College of Education,Zhejiang University,Hangzhou 310058)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《教育发展研究》2023年第3期59-66,共8页Research in Educational Development

基　　金：国家社会科学基金教育学重大项目“新发展阶段教育促进共同富裕研究”(VFA220003)的部分成果。

摘　　要：教育改革政策与实践领域对非正式规则存在两种认识误区:一是无意识忽略或有意淡化改革实践中非正式规则的存在,导致对正式规则由政策、文本向实践转化过程中的“增量”与“减量”准备不足、应对不力;二是将非正式规则视为教育改革的消极力量,以对抗方式处理正式规则与非正式规则的关系。基于非正式规则在教育改革中广泛存在和“全息”渗透的特征,应正确处理正式规则与非正式规则的关系,在透析非正式规则运行机理的基础上将其转化为教育改革的建构性力量,这既是消弭改革初期愿景与实际绩效之间“断裂带”的内在需要,也是深化教育变革认知、提升变革实践合理性的题中应有之意。There are two misunderstandings about informal rules in the field of educational reform policy and practice.One is that the existence of informal rules in reform practice is ignored or deliberately diluted,it leads to inadequate preparation and response to the“increment”and“decrement”of formal rules in the process of transforming from policy and text to practice.The second is to regard informal rules as the negative force of educational reform and deal with the relationship between formal rules and informal rules in a confrontational way.Based on the extensive existence of informal rules in educational reform and the“holographic”permeation,the relationship between formal rules and informal rules should be properly balanced,and the operation mechanism of informal rules should be analyzed,to transform it into a constructive force for educational reform.It is not only necessary to bridge the“gap”between the initial vision of reform and actual performance,but also to deepen the understanding of educational reform,to improve the rationality of the reform practice.

关 键 词：非正式规则 教育改革 路径依赖 结构二重性 自生自发秩序 

分 类 号：G521[文化科学—教育学]