学校如何执行教育政策——基于米特-霍恩框架的课后服务政策执行个案研究  

How does the School Implement the Education Policy: A Case Study of After-class Service Policy Implementation based on the Mitter-Horn Framework

作　　者：徐赟[1] 丁洁琼 XU Yun;DING Jieqiong(College of Educational Science,Ahui Normal University,Wuhu 241000;Jiaheyuan of Primary School,Hefei 230031)

机构地区：[1]安徽师范大学教育科学学院,芜湖241000 [2]安徽省合肥市嘉和苑小学,合肥230031

出　　处：《教育发展研究》2024年第8期70-78,共9页Research in Educational Development

基　　金：教育部人文社会科学研究青年基金“中小学教师的教育质量政策认知及行为响应提升路径研究”(23YJC880013);安徽省高等学校科学研究项目“安徽省教育治理现代化科研创新团队”(2022AH010015)的部分成果。

摘　　要：学校处于教育政策执行结构的最底层,其政策执行往往决定着教育政策的最终效果。运用米特-霍恩框架对F小学的课后服务政策执行进行分析,发现学校在政策过程中面临着多重困境,包括政策目标与标准的宽泛化,教师、空间和经费资源保障不足,政府与学校间的“事责财权”不匹配,执行组织关系松散且具有“间歇性重构”特征,社区环境的结构性固化和家长的功利化参与,执行个体的认知偏离和利益冲突。突破个案来看,要促进学校有效执行教育政策,则需提高区县级教育决策质量,扩大政策执行资源供给,健全学校与政府间的沟通机制,重构符合专业化特点的学校组织架构,优化多元协同的执行环境,提升教师的教育政策执行力。Schools are at the bottom of the implementation structure of educational policies, and their implementation often determines the final effect of educational policies. This paper analyzes the implementation of after-school service policy of F primary school by using the Meter-Horn framework. It finds that in the process of implementing after-class service policies, schools face some dilemmas as fellow: the broad policy objectives and standards, insufficient security of teachers, space and funding resources, mismatch of "responsibility and financial rights" between the government and schools, the relationship of organizational structure is loose and has the characteristics of "intermittent reconstruction", structural consolidation of community environment and utilitarian participation of parents, cognitive deviation and interest conflict of executive individuals. Through this case study, in order to promote the effective implementation of education policies by schools, it is necessary to improve the quality of education decision-making at the district and county level, expand the supply of resources for policy implementation, improve the communication mechanism between schools and the government, reconstruct the school organizational structure in line with professional characteristics, optimize the diversified and collaborative implementation environment, and enhance teachers' ability to implement education policies.

关 键 词：教育政策执行 学校教育政策执行 课后服务 米特-霍恩框架 

分 类 号：G629.20[文化科学—教育学]