教育治理现代化的逻辑转换  

The Conversion of Logic in the Modernization of Educational Governance

作　　者：杜明峰[1] Du Mingfeng(Institute of Schooling Reform and Development/Department of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学基础教育改革与发展研究所/教育学系,上海200062

出　　处：《华东师范大学学报（教育科学版）》2024年第3期87-98,共12页Journal of East China Normal University:Educational Sciences

基　　金：国家社会科学基金“十三五”规划2020年度教育学重大招标课题“中国特色社会主义教育制度优势及转化为治理效能的实现路径研究”(课题批准号:VGA200001)。

摘　　要：教育治理现代化的顺利推进,离不开对教育治理的有效建构。当代中国教育治理的建构,主要得益于改革开放以来我国持续进行的政府职能改革与社会领域建设。基于这两个方面,形成了“国家”和“社会”两种分析进路,前者认为教育治理主要依赖国家建构,并且要凸显国家主体地位;后者主张教育治理是由多元主体参与的共同治理。它们都尝试建构了不同的概念框架及其行动路径,但对“教育”本身均未给予应有的关注。在新时代背景下,首要的是突出“教育”的立场,并把“教育”作为“治理”的共同利益、行动标准和联结方式。The promoting of the modernization of educational governance is inseparable from its effective construction.In China,the construction of educational governance mainly benefits from the continuous reform of the government functions and the social construction since the reform and opening-up policy.There appeared two analytical approaches based on the two aspects above:the state logic and the social logic.The former believes that the educational governance relies on state construction and highlights the dominant status of the state,while the latter emphasizes that educational governance is a joint governance involving multiple subjects.Both are trying to build the different conceptual framework and practice paths,but have not paid enough attention to“education”itself.In the new era of China,we need to highlight the position of“education”which means that“education”is the common interest,the action criteria and the association way of“governance”.

关 键 词：教育治理 国家逻辑 社会逻辑 教育逻辑 

分 类 号：G521[文化科学—教育学]