“双减”政策落实的制度化困境与超越之道——社会学制度主义的视角  

The Institutionalized Dilemma and Transcendence of the Implementation of the“Double Reduction”Policy—A Sociological Institutionalistic Analysis

作　　者：张务农[1] 曹猛[1] Zhang Wunong;Cao Meng(Faculty of Education,Henan University,Kaifeng 450046,China)

机构地区：[1]河南大学教育学部

出　　处：《江苏大学学报（社会科学版）》2023年第3期101-111,共11页Journal of Jiangsu University(Social Science Edition)

基　　金：河南省教育科学规划重大招标课题(2023JKZB08)。

摘　　要：围绕教育政策落实的行动往往面临着制度环境的纠缠。“双减”的有效落实重在其价值理念得到各执行主体的认同,需要突破层层观念、规范和文化制度的阻碍。以社会学制度主义为分析视角,发现支持学生负担的制度意义结构难以在短时期内消解、制度嵌入网络中对学生的实用化角色期待难以消除以及父母认知伦理文化对学生的固有价值期待难以扭转共同构成了“双减”落实的制度化困境。推动维持学生负担的社会制度意义结构的变革,改变制度嵌入网络中对学生的实用化角色期待和扭转父母认知伦理文化中对学生的不当价值期待是“双减”落实困境的超越之道。The implementation of educational policies is often affected by the institutional environment.The effective implementation of“double reduction”policy depends on all the executive subjects acceptance of its value,and breaking through the obstacles of concepts,norms,culture system at all levels.From the perspective of sociological institutionalism,it is found that the institutional meaning structure underpinning the burden of students is difficult to dissolve in a short time,the practical role expectation of students in the system embedded network is difficult to eliminate,and the inherent value expectation of their parents cognitive ethical culture is difficult to reverse,that they together constitute the institutionalized dilemma of“double reduction”implementation.The way out of the dilemma lies in promoting the reform of the social institutional meaning structure of maintaining the students burden,changing their practical role expectation embedded in the system network and reversing the improper value expectation of students in the parents cognitive ethical culture.

关 键 词：减负 双减 社会学制度主义 教育公平 素质教育 义务教育高质量发展 

分 类 号：G510[文化科学—教育学]