德国教育治理中的三种文化  

Three Cultures in German Education Governance

作　　者：巫锐 陈洪捷[2] WU Rui;CHEN Hongjie(Graduate School of Education,Beijing Foreign Studies University,Beijing 100089;Graduate School of Education,Peking University,Bejing 100871)

机构地区：[1]北京外国语大学国际教育学院,北京100089 [2]北京大学教育学院,北京100871

出　　处：《比较教育研究》2023年第7期76-84,共9页International and Comparative Education

摘　　要：多元共治是德国教育治理的基本特征。多种利益主体在相关程序和机制中都有利益表达的机会,并参与治理过程。这些利益主体可分为三类,即政府机构、教育机构和产业界机构。这三类机构不仅代表着不同利益,而且也同时代表着三种不同文化。政府机构代表行政文化,教育机构代表学术文化,而产业界机构则代表工业技术文化。基于这三种文化,不同主体在参与德国教育治理中形成了不同特征。这三种文化有互补的一面,也有相互冲突的一面。它们通常可以保持一定平衡,这是德国教育治理的良好基础,但在不同历史条件下也会失去平衡,这对于德国教育治理格局的变化产生了重大影响。Multi-subject cooperative governance is the basic feature of German education governance.Various stakeholders have the opportunity to express their interests in relevant procedures and mechanisms and participate in the governance process.These stakeholders can be divided into three categories,namely government authorities,education institutions and industry.These three types of institutions represent not only different interests,but also three different cultures.Government authorities represent administrative culture,education institutions represent academic culture,and industry represent industrial technology culture.Based on these three cultures,different stakeholders have formed specific characteristics in participating in educational governance.These three cultures have conflicting and complementary aspects.They can usually maintain a certain balance,which is a good foundation for German education governance,but they can also lose balance under different historical conditions,which has significantly impacted the German education governance pattern.

关 键 词：德国 教育治理 文化问题 工业技术文化 

分 类 号：G551.6[文化科学—教育学]