国外教育“政策制定”研究的进展及启示  

Overseas Research on Education"Policy Enactment":Progress and Enlightenment

作　　者：卢迎丽 程红艳[1] LU Yingli;CHENG HongYan(College of Educaion,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《外国教育研究》2023年第3期79-99,共21页Studies in Foreign Education

基　　金：全国教育科学规划课题“教育现代化进程中学校变革的伦理追求与实践路径”(课题编号:BEA180113)。

摘　　要：教育“政策制定”研究关注抽象政策理念转化为情境化实践的动态过程,着力对行动者阐释、转译、再建构政策行为加以解释。通过对SSCI数据库中136篇文献的内容综述,发现该类研究进展迅速,已得到多个国家学者、期刊平台的关注。研究内容聚焦多种教育政策与行动者,诠释行动者意义建构政策的阶段表征与嵌入于阶段过程中的“制定”实践,并指明影响“制定”的情境因素。同时,学者基于研究发现建构理论模型指引后续研究者。此类研究启示我国学者,应融合多学科理论,剖析教育政策执行的微观复杂样态,并立足于本土情境,提炼理论模型。The overseas research on education"policy enactment"focuses on the dynamic process of transforming abstract policy concepts into contextualized practices,and focuses on explaining actors interpretation,translation,and re-construction of policy behaviors.Through the content review of 136 documents in the SSCI database,it is found that research progress is rapid and has been paid attention by scholars and journal platforms in many countries.The research focuses on a variety of educational policies and actors,interprets the stage representations of actors'sense-making policies and the practice of"enactment"embedded in the stage process,and identifies the contextual factors that influence"enactment".At the same time,scholars construct theoretical models based on research findings to guide subsequent researchers.Such research has inspired scholars in china to integrate multidisciplinary theories to analyze the micro complexities of educational policy implementation and to refine theoretical models based on local situations.

关 键 词：教育“政策制定” 意义建构 解释 翻译 理论模型 

分 类 号：G40-011.8[文化科学—教育学原理]