新时代中国教育政策过程的理论逻辑  

The Theoretical Logic of China's Educational Policy Process in the New Era

作　　者：李廷洲 郅庭瑾 Li Tingzhou;Zhi Tingjin(International Teacher Education Center(Teacher Education Centre under the Auspices of the UNESCO),Shanghai Normal Universiyty,Shanghai 200234;Faculty of Education,East China Normal University,Shanghai200062)

机构地区：[1]上海师范大学国际教师教育中心(联合国教科文组织教师教育中心),上海200234 [2]华东师范大学教育学部,上海200062

出　　处：《教育研究》2024年第4期134-145,共12页Educational Research

基　　金：上海市哲学社会科学规划2023年度重点智库项目“‘双减’背景下上海市教师工作负担监测及治理路径研究”的研究成果。

摘　　要：近年来,中国政策问题逐渐复杂化,行为主体及其利益权力关系日趋多元。但是,教育政策过程不仅没有陷入“民主决策的困境”,也很少显示出“执行协商”、“折中共识”等妥协和路径依赖现象,反而表现出诸多新特征。政策理念和目标设定愈发强调教育的公益事业属性,决策过程克服竞争博弈的掣肘并以实现公共利益为价值导向,执行过程强势动员政策主体、整合公共资源。这些特征有着特定的逻辑基础,即制度化的权威决策模式,强势动员执行的组织形态和制度体系。这些特征及其形成机制可以概括为“价值决策—动员执行”模型,构成新时代中国教育政策过程的理论逻辑。In recent years,China's policy issues have tended to be complicated,and the relationship between policy entities and their interests/power have tended to become diversified.However,the process of educational policy-making fails to fall into the"dilemma of democratic decision-making,"and shows almost no compromise or dependence on certain paths,such as"implementation consultation"and"compromise-based consensus";instead,it shows new features.Policy concepts and goal setting tend to emphasize public welfare,which is an attribute of education,overcome the constraints of stakeholders'competitions during decision-making,achieve public interests,and strongly mobilize policy entities and integrate public resources during policy implementation.These features have a specific logical basis,namely an institutionalized and authoritative decision-making model,and an organization or system for mobilization and implementation.The mechanism behind these features can boil down to the model of"value-oriented decision-making and mobilization plus implementation,"which constitutes the theoretical logic for the process of China's educational policy in the new era.

关 键 词：教育政策 公共政策过程 理论逻辑 “双减”政策 

分 类 号：G520[文化科学—教育学]