中国教育政策的历史考察——兼论教育主权的行使

教育主权的行使是通过教育政策的执行来体现的。通过梳理历朝历代的教育政策概况来探讨当时教育主权的行使,期望从中总结出教育主权行使正确与否的规律,为探讨当前教育主权行使的合理性提供参考依据。     

南非高等教育语言政策的演变与现行多语制政策的实施困境

语言在南非的教育领域始终是一个有争议的问题。在高等教育层面,南非的语言政策经历了英殖民地时期的单语制、南非联盟时期的添加型双语制、种族隔离时期的减少型双语制,到民主新南非的多语制。目前,南非多语制的政策主张和高校的语言实践存在着很大的差异:英语的地位日益显赫,阿非利加语的地位不断下降,而非洲本土语言被边缘化。语言实践中的单语倾向日趋明显。本文在系统梳理南非高等教育语言政策发展历程的基础上,从历史、政治、经济、文化、教育和法令政策等多个角度分析了现行多语制政策的实施困境。     

外语课堂教学语码转换研究述评

文章针对语码转换在外语课堂教学这一特殊言语交际情境下的理论与实证研究进行了回顾和综述,并从社会语言学、心理语言学、会话分析、语用学等多重视角对外语课堂语码转换现象开展了理论阐释和实证研究方法策略的讨论。     

Policy as Boundary Object: A New Way to Look at Educational Policy Design and Implementation

Policy implementation research in general and educational policy in particular is loosely connected to policy-making processes. There is a gap particularly in the field of vocational education. This often leads to conflicts and contradictions between policy-maker objectives and end-user implementation. To avoid such a disconnect, the relation between the world of end users and the world of decision-makers should be carefully constructed. This might be done through connecting the process of decision-making to implementation and carefully developing methods that encompass the demands of decision-makers and the needs and informational requirements of end users. Our intensive case study research on the process of a vocational education reform in the marine sector confirms that the lack of robust connection and active engagement of implementers as the end-users in the design of the policy created challenges for its implementation. Using a theoretical framework based on the notion of boundary objects we bring an alternative to current practice by creating the potential to illuminate and remove tensions and challenges for policy implementation. From there we infer that adopting this concept for policy design may prevent such conflicts and contradictions and result in successful implementation.

Which English? Standard English and Language Variety: Some Educational Perspectives

The aim of this paper is to provoke thought on the role of standard English in the early years of education. It examines the nature and function of a standard and highlights its close relationship with political aims and its potential for liberation and oppression. The reality of language variety and bilingualism is outlined and leads to a discussion of standard English and early schooling. The paper concludes with some suggestions for avoiding the standard English trap.     

教育政策执行机制研究——一个解释性分析框架

教育政策执行是将政策理想转化成政策现实的过程,然而政策的理想目标与社会现实之间的矛盾和冲突,往往会导致教育政策难以有效执行.从农民工子女教育政策执行的社会实践出发,探讨教育政策执行的四种机制:政策认识的差异机制、政策利益的博弈机制、权力对政策的重塑机制和“关系”在政策中的嵌入机制.这四种机制相互联系、共同作用,形成一个整体性的中国式教育政策执行的机制模型,解释了从政策文本到地方策略的过程.这一模型对于教育政策制订和实施具有重要的启示意义.     

Teacher labour markets in South Africa and Botswana: A comparative analysis

This article compares key features of the labour markets for teachers across Botswana and South Africa in order to seek possible explanations for the apparently larger teacher shortages in South Africa. It is argued that South African teachers earn relatively lower wages when compared to professionals with comparable qualifications; they have also been subject to a more haphazard series of reforms in teacher training, and are the product of a teaching culture shaped heavily by powerful trade unions. The impact of these factors on both the quantity and quality of teachers is considered.     

关注复杂性:教育政策执行研究的新视野

对教育政策执行中的复杂性予以关注意味着对教育政策执行简单性的反思与超越。这将有助于追求多种学科研究的综合,丰富政策科学、认知科学和复杂性科学等学科内容;有助于从复杂性与教育政策执行的耦合出发,为教育政策执行提供可借鉴的操作性建议,提高教育政策的执行效率。     

我国教育政策实施困境的学校制度解答

我国教育政策在实施过程中陷入了困境。究其原因在于我国学校在制度化过程中的内在价值分裂,即显性制度化和隐性制度化的出现。要摆脱这一困境就必须进行学校制度的变革,对我国学校进行“自组织”建构。     

基于教育心理学的外语暗示教学法研究

外语暗示教学法也叫启发式外语教学法,是基于教育心理学理论框架下的一种教学方法。本论文介绍了其教育心理学依据和三大原则,并对其展开了论述研究。     

教育政策和谐型博弈执行模式构建初探

以"管理人"假设为逻辑起点、和谐型博弈为基础的教育政策和谐型博弈执行模式,既是对教育政策执行中利益博弈存在这一客观事实的有效回应,也是解决"不和谐博弈"带来的政策执行滞变、梗阻和低效等问题的最直接方式。它与当前理性竞争、和谐共赢的社会理念相吻合,也是弥补教育政策制定不足和办好"人民满意的教育"的需要。该模式主要围绕和谐型博弈的文化营造、规则确立、平台搭建、组织结构和运行机制优化以及信息公开五个方面展开构建。     

新时代我国教育政策执行问题的新思考

新时代为教育政策执行提出背景要求。其中,"地位新"为教育政策执行提出方向要求;"体制机制新"为教育政策执行提出框架要求;"矛盾新"为教育政策执行提出路径要求。在这样的新时代背景下,教育政策执行遭遇"自上而下"行政驱动执行路径、"自下而上"民间执行路径、"由内及外"专家智库执行路径、"由外及内"民意表达执行路径的新问题。从制度选择的视角产生了对教育政策执行问题的新思考:教育政策执行受正式制度与非正式制度的双重规约;在这个制度规约框架下,既要有对教育政策执行合法性与合理性相统一的遵循,也要有对教育政策执行民意表达的考量。     

The Institutionalization of Gender and its Impact on Educational Policy

To incorporate gender issues into public policy, most nations have established women in development (WID) units in their governmental bureaucracies at some point in the last 20 years. An examination of 48 WID units in developing countries indicates that in most cases these multisectoral organizations consider education among their activities. Within education the focus is more on non-formal education for adult women than on formal education. By concentrating on literacy programs combined with income generation, health and nutrition activities or on vocational education, WID units implicitly subscribe to a definition of gender issues as those concerning mostly poor women. It is argued that limited contestation by these units of the ideological function of schooling, revealed in the scarce attention given to teacher training and curriculum/textbook revision-added to their limited funding and infrequent contact with feminist non-governmental organizations (NGOs)-makes these WID units relatively ineffectual in altering the reproductive functions of the formal educational system.     

助力"老有所学":老年教育购买服务的政策分析——基于史密斯政策执行模型

老年教育购买服务是解决目前老年教育服务提供中供需矛盾突出的重要政策工具.本文以上海市为例,基于史密斯政策执行模型,对老年教育购买服务从政策实施的背景、政策的目标与价值取向、政策执行机构、政策执行环境、目标群体等方面进行了阐述与分析,旨在总结上海市"十三五"期间老年教育购买服务政策执行的成功经验与存在问题,为"十四五"老年教育购买服务相关政策的完善提供实践分析依据.     

县域教育政策研究的核心领域:执行

在县域教育政策研究中,执行研究具有核心地位,这不仅由我国教育行政管理体制而且由教育政策制定的不同层次类型所决定,体现为自上而下的研究路径。依据研究内容的不同,已有的执行模式研究分为不同层次政府之间的关系框架、执行的影响因素框架、利益冲突与妥协框架和多元框架四种类型。这些模式类型为我国县域教育政策执行研究提供了重要的借鉴价值。     

南朝多元文教政策实施及影响

南朝统治者依据文化多元发展态势,制定并推行多元文教政策。一方面,官方积极推行兴儒政策,将儒学奉为教育之基。另一方面,官方积极扶持佛道二教发展,以笼络宗教人士,控制宗教势力发展。同时,政府借助一些当世鸿儒开办私学的优势和基础,出资建设学馆,以作为分科教育机构。这种倡导兼容并包的多元文教政策促进了南朝多元文化的发展。儒学得以逐步走出发展低谷,走上复兴道路。佛、道二教获得了长足的发展。佛教在南朝时期大放异彩,发展势头远超过以往任何时代。文学、史学、医学等领域在这种教育政策下,也得以较自由、快速的发展。南朝各文化领域成就斐然,交相辉映,呈百花齐放之态势。     

Teachers' Perspectives on Educational Research: Knowledge and context

In recent years there has been considerable debate in the UK about the impact and value of educational research. At the same time, the Teacher Training Agency (TTA), the body with responsibility for funding teacher education in England, has been keen to promote the idea of teaching as an evidence-based profession. This paper analyses the findings of a TTA questionnaire, designed to investigate teachers' views on research (which projects had previously influenced them and which issues they would like to see researched in the future) and the value they attributed to it. The findings point to the need for the concerns of teachers to be given greater weight when research agendas are set and funding allocated, but they also suggest that if research is to influence classroom practice, then it is vital that teachers are again given extended opportunities for further professional study alongside those who are conducting research.     

民族-国家共同语教育政策与实施:历史、现状和经验

现代民族-国家普遍实施国家共同语教育政策,从世界范围来看,它经历了自由殖民主义、统一强制主义、多元文化主义、共同语主义几个阶段.基于对美国、俄罗斯、英国、新加坡、澳大利亚、加拿大等国家的国家共同语和语言教育政策的现状分析,得出若干国家共同语教育政策的普遍经验,从而提出了把实施普通话作为中国国家共同语的教育政策的建议.