历史制度主义视角下学区制演进的历史脉络与制度逻辑  

The Historical Context and Institutional Logic of the Evolution of School District System from the Perspective of Historical Institutionalism

作　　者：朱庆环 杜文平 ZHU Qinghuan;DU Wenping(Beijing Institude of Educational Supervision and Evaluation,Beijing 100034)

机构地区：[1]北京教育督导评估院,100034

出　　处：《教育科学研究》2024年第6期36-42,共7页Educational Science Research

基　　金：北京市教育科学“十四五”规划2021年度青年专项课题“促进北京市义务教育优质均衡发展的综合策略研究”(BGCA21126)的阶段性成果。

摘　　要：学区制历经辅导学区、乡镇教育办公室、乡镇中心校、学区化管理和学区化治理五个阶段。学区制改革不是单纯的教育管理体制改革,其在宏观层面受经济体制改革、政治体制改革和文化观念变革的影响,在中观层面受教育资源配置方式和教育管理体制的制约,在微观行动者层面是政府、学校和社会集体行动的结果。面向未来,要健全学区制改革的经费保障机制和组织领导机制,同时营造兼容古今的区域教育改革文化氛围;在发挥政府的宏观调控手段的同时,赋予学校更多办学自主权和在学区制改革中的话语权;落实学校办学自主权,健全社会组织参与区域教育治理的机制。The school district system has gone through five stages:tutoring school districts,township education offices,township central schools,district management,and district governance.The reform of the school district system is not simply a reform of the education management system.At the macro level,it is influenced by economic system reform,political system reform,and cultural concept change.At the meso level,it is constrained by the allocation of educational resources and the education management system.At the micro level,it is the result of collective action by the government,schools,and society.Facing the future,we need to improve the funding guarantee mechanism and organizational leadership mechanism for the reform of the school district system,while creating a cultural atmosphere of regional education reform that is compatible with the past and present;While leveraging the government's macroeconomic control measures,give schools more autonomy in running schools and a voice in the reform of the school district system;Implement the autonomy of schools in running schools and improve the mechanism for social organizations to participate in regional education governance.

关 键 词：学区制 历史制度主义 历史脉络 制度逻辑 

分 类 号：G521[文化科学—教育学]