教育督导问责的行为分类与实施主体探讨  

Discussion on the Behavior Classifications and Implementation Subjects of Educational Supervision Accountability

作　　者：骈茂林[1] PIAN Maolin(Shanghai Academy of Educational Science,Shanghai 200032)

机构地区：[1]上海市教育科学研究院,200032

出　　处：《教育科学研究》2023年第7期40-46,共7页Educational Science Research

基　　金：2019年度国家社会科学基金教育学一般课题“社会组织提供公共教育服务的政府规制责任研究”(BFA190062)的成果之一。

摘　　要：当前我国正在建设的教育督导问责制度,不同于西方国家基于政府绩效目标或学业测量结果的问责模式,而具有监督与指导并重的双重功能。但在实践中,为了充分实现这种功能,教育督导问责的行为类型与相应实施主体仍有待明确。针对行为类型,依据问责事项性质可以区分为“行政问责”与“专业问责”,依据是否采用强制性力量可以区分为“控制型问责”与“影响型问责”。针对实施主体,通常在特定事项问责资源由教育督导机构独立占用时,应由教育督导机构独立实施问责;在问责资源不充分而可能影响问责目标实现时,教育督导机构应通过联合或接续方式与有关职能部门共同实施问责。At present,educational supervision accountability being constructed in China has a different function from the accountability model based on government performance target or academic measurement result in western countries which having dual characteristics of both supervision and guidance.In order to fully realize its function in practice,the types of behavior and the corresponding implementation subjects are still need to be clarified.For behavior attributes,according to the nature of accountability matters can be divided into"administrative accountability"and"professional accountability",according to whether the use of coercive force can be divided into"control accountability"and"influence accountability".For the implementation subject,usually when the accountability resources for specific matters are independently occupied by the educational supervision agency,the educational supervision agency should independently implement the accountability.In cases where the achievement of accountability objectives is affected by inadequate availability of accountability resources,educational supervisory institutions should work with relevant functional departments to implement accountability through joint or sequential means.

关 键 词：教育督导 责任 行政问责 专业问责 问责主体 

分 类 号：G522[文化科学—教育学]