%0 Journal Article
%T 如何对待教育政策的内在性缺陷
%A 邵泽斌
%J 华东师范大学学报(教育科学版)
%D 2018
%R 10.16382/j.cnki.1000-5560.2018.02.011
%X 摘要 教育政策内在必然地具有着缺陷与不足，这主要缘于三个方面不可避免的约束性条件：由主体有限理性导致的教育政策解决问题能力的局限性；教育政策回应复杂问题能力的低效性；刚性教育政策应对丰富多样实践问题的脆弱性。面对教育政策的必然性缺陷，实践者有三种消极的应对方式，即积极对抗型、阳奉阴违型和赞美获利性；同时也存在着三种积极的应对方式，即选择性适应、反思性适应和改造性适应。作为教育政策相对非利害关联的研究者，存在着三种类型的教育政策批判方式：建设性批判、结构性批判和根基性批判。接受教育政策的不完美特性，有利于让教育政策在通向完美的路上走得更为清醒、更加顺畅和更为通达。</br>Abstract：There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way.
%K 教育政策
%K 政策缺陷
%K 政策应对
%K &lt
%K /br&gt
%K education policy
%K defects in policy
%K policy response
%U http://xbjk.ecnu.edu.cn/CN/abstract/abstract9135.shtml