适切：我国民族教育优惠政策评价的应然取向

发布时间：2019-01-05 06:10

【摘要】：我国民族教育优惠政策是国家在教育发展不均衡的背景下,为扶持少数民族教育事业,对少数民族学生及少数民族地区教育所施行的优惠性教育政策。政策适切是我国民族教育优惠政策的出发点与归宿,也是保证其切实有用的前提。在对国内外相关研究进行文献整理的基础上,使用比较分析等方法,探讨了我国民族教育优惠政策评价的应然取向。研究结果认为,均等、差别、多元等已有的政策评价取向,实际上都蕴含着政策评价者对适切价值的追求。评价主体需持一种适切观,才能准确把握民族教育优惠政策及其实践在我国教育均衡发展中的定位与意义。民族教育优惠政策评价的价值涉入,建立在事实与价值不可二分的理论基础上。在民族教育优惠政策评价中,事实标准与价值标准存在缠结。民族教育优惠政策是价值选择的结果,它以解决民族教育发展实际问题为政策出发点,以优惠为阶段性特征,以教育公平为终极价值取向。总的来说,民族教育优惠政策是合理性与合目的性的统一。作为民族政策,它意在通过教育促进民族发展；作为教育政策,它目的在于促进教育均衡发展；作为优惠政策,它在形式上对政策利益相关者采取了积极差别对待,以最终达到公平正义。受民族教育优惠政策本身价值性、评价主体认识差异、评价技术发展等影响,在民族教育优惠政策评价中存在着均等、差异、多元观等不同评价取向。事实上,这三种评价取向都隐含着对政策适切的价值追求。在我国民族教育优惠政策适切评价中,应遵循四个原则：充分性与必要性的统一；过程与结果的统一；事实与价值的统一；文本与实践的统一。就我国民族教育优惠政策适切评价而言,合理性与合目的性是评价的两个层次。合理性评价即政策的充要性,其中,充分性包括政策的内目标即直接目标,以及外目标即间接目标；必要性则包括政策的工具性和价值性。合目的性评价包括政策的执行力与回应度,其中,政策成效是判断政策执行力的重要来源,属于自上而下的角度；而政策回应度则主要从政策利益相关者参与度出发,属于自下而上的角度。以此构建我国民族教育优惠政策适切评价体系,为我国民族教育优惠政策实践与评价提供借鉴。
[Abstract]:The preferential policy of ethnic education in China is a preferential education policy for minority students and education in minority areas in order to support the education of ethnic minorities under the background of unbalanced educational development. The appropriate policy is the starting point and destination of the preferential policy of ethnic education in China, and also the premise to ensure its practical usefulness. Based on the literature review at home and abroad, this paper discusses the orientation of the evaluation of preferential policies for ethnic education in China by means of comparative analysis. The results show that the policy evaluation orientations of equality, difference and pluralism actually contain the policy evaluators' pursuit of appropriate value. In order to accurately grasp the orientation and significance of preferential policies and practices of ethnic education in the balanced development of education in China, the evaluation subject needs to hold an appropriate view. The value of the evaluation of preferential policies for ethnic education is based on the theory that facts and values cannot be separated. In the evaluation of the preferential policy of ethnic education, the criterion of fact and value is tangled. The preferential policy of ethnic education is the result of value selection. It takes solving the actual problems of the development of ethnic education as the starting point, taking preferential treatment as the stage characteristic and taking the educational fairness as the ultimate value orientation. Generally speaking, the preferential policy of ethnic education is the unity of rationality and purpose. As a national policy, it aims to promote the national development through education, and as an educational policy, it aims at promoting the balanced development of education. As a preferential policy, it takes positive and differential treatment to policy stakeholders in form, in order to achieve fairness and justice. Influenced by the value of the preferential policy of ethnic education, the difference in the cognition of the evaluation subject and the development of the evaluation technology, there are different evaluation orientations in the evaluation of the preferential policy of ethnic education, such as equality, difference, pluralism and so on. In fact, these three evaluation orientations imply the value pursuit of policy relevance. In the evaluation of the preferential policy of ethnic education in China, four principles should be followed: the unity of adequacy and necessity, the unification of process and result, the unification of fact and value, and the unification of text and practice. In terms of the appropriate evaluation of preferential policies for ethnic education in China, rationality and purposefulness are the two levels of evaluation. Rationality evaluation is the adequacy of the policy, in which adequacy includes the internal goal, the direct goal, and the external goal, which is the indirect goal, and the necessity includes the instrumental nature and the value of the policy. Objective evaluation includes the degree of policy execution and response, among which, policy effectiveness is an important source of judging policy implementation, which belongs to the top-down perspective. The policy response is mainly from the participation of policy stakeholders, which belongs to the bottom-up perspective. In order to construct the appropriate evaluation system of our national education preferential policy, it can provide reference for the practice and evaluation of our national education preferential policy.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G759.2

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