民间公益组织与课程改革治理机制创新

发布时间：2019-01-02 14:56

【摘要】：如何创新、优化基础教育领域现有的决策管理体系与功能,发展多元主体协作处理教育改革与发展问题的“教育公共治理”体系,是近年来教育决策层与理论界共同关心的前沿议题。课程改革作为基础教育领域的“核心工程”,同样需要革新、完善现有的决策及管理体系与机制。关于这一点,课程理论界已形成两大思路：一是由省级政府乃至国家直接出面架构级别更高的课程领导机制,二是争取社会力量的支持,“向社会分权”。本文在此基础上提出,从课程改革的实际情况来看,需要将这两大思路融合起来,开创“国家主导、社会参与”的课程改革治理格局,而发展这一格局的突破口在于能否找到“具体的社会力量”,它们确实可以发挥积极的课程改革治理功能。由此,本文首先从治理理论出发,分析了当前所面临的课程改革治理重任,以及国家为何需要引入社会力量。然后本文提出,近十年来已在基础教育领域扮演重要角色、但却被课程决策层及理论界忽视的民间公益组织正是值得争取的“具体的社会力量”,深入考察民间公益组织的所作所为,能为发展新的课程改革治理机制,开创“国家主导、社会参与”的课程改革治理格局,找到一条切实可行的路径。为此,本文选择了中国青少年发展基金会、21世纪教育研究院、南都公益基金会、真爱梦想基金会、百年职校等四类当前发展最成熟的民间公益组织作为研究对象,并依靠问题建构论、社会资本、关系网络等理论工具,对民间公益组织到底做了哪些对课程改革治理有益的事情,做了初步分析。从中可以看出,通过发挥自己的资源整合能力、社会资本及关系网络,依靠合理把握国家基础教育动向与公众普遍关心的教育议题,民间公益组织不仅开拓了相当广阔的课程改革参与空间,而且建构了四大主要的参与领域,每个领域都采取了富有成效的参与行动。立足民间公益组织的所作所为,本文提出,民间公益组织建构的诸多问题解决领域及其行动,如地方教育制度创新、多重力量的动员与关系协调、课程改革治理绩效的民间评价与监督等,涉足了国家现有课程决策与管理体系难以有效应对的问题领域,其行动可以弥补国家现有课程决策及管理体系的治理机制缺失。因此只要重视民间公益组织的所作所为及其积极的课程改革治理功能,将其引入国家现有课程决策与管理体系,便可以获得诸多课程改革治理新机制,为开创“国家主导、社会参与”的课程改革治理格局奠定基础。最后本文认为,在正式引入民间公益组织之前,国家及民间公益组织仍需采取调整与优化措施,使民间公益组织成为结构更健全、更能发挥其积极功能的课程改革治理新机制。
[Abstract]:How to innovate, optimize the existing decision management system and function in the field of basic education, and develop the "educational public governance" system in which multiple subjects cooperate to deal with the problems of educational reform and development. In recent years, educational decision-makers and theorists are concerned about the forefront of issues. As a core project in the field of basic education, curriculum reform also needs to innovate and perfect the existing decision-making and management system and mechanism. On this point, the curriculum theorists have formed two main ideas: first, the provincial government and even the state directly come forward to structure a higher level of curriculum leadership mechanism; second, to win the support of social forces, "to the social decentralization". On the basis of this, this paper points out that from the actual situation of curriculum reform, it is necessary to combine these two ideas to create a governance pattern of "state-led, social participation" curriculum reform. The breakthrough of developing this pattern lies in whether or not to find "concrete social forces", which can indeed play an active role in curriculum reform and governance. From this point of view, this paper first analyzes the current responsibility of curriculum reform and governance, and why the country needs to introduce social forces from the theory of governance. Then this paper points out that the folk public welfare organizations, which have played an important role in the field of basic education in the past ten years, but which have been neglected by the curriculum decision makers and the theorists, are just "concrete social forces" worth striving for. A thorough investigation of the behavior of non-governmental public welfare organizations can help to develop a new curriculum reform governance mechanism, create a "state-led, social participation" governance pattern of curriculum reform, and find a feasible path for the development of a new curriculum reform governance mechanism. For this reason, this paper chooses four kinds of the most mature folk public welfare organizations, such as China Youth Development Foundation, 21st Century Education Research Institute, Nandu Public Welfare Foundation, True Love Dream Foundation, hundred years Vocational School, as the research objects. Based on the theoretical tools of problem constructivism, social capital and relationship network, this paper makes a preliminary analysis of what the folk public welfare organizations have done to help the curriculum reform and governance. From this, we can see that through exerting our own ability to integrate resources, social capital and the network of relations, we can rely on a rational grasp of the trend of basic education in the country and educational issues of general concern to the public. Folk public welfare organizations not only open up a wide space for curriculum reform participation, but also construct four major fields of participation, each of which has taken fruitful action. Based on the behavior of folk public welfare organizations, this paper points out that the civil welfare organizations construct many problem solving fields and their actions, such as the innovation of local education system, the mobilization of multiple forces and the coordination of relations. The folk evaluation and supervision of curriculum reform governance performance have set foot in the problems that the current curriculum decision-making and management system is difficult to deal with effectively, and its actions can make up for the lack of governance mechanism of the current curriculum decision-making and management system. Therefore, as long as we attach importance to the actions of non-governmental public welfare organizations and their positive governance function of curriculum reform, and introduce them into the existing curriculum decision-making and management system of our country, we can obtain many new mechanisms of curriculum reform and governance, which will lead to the creation of "state-led," Social participation in the curriculum reform and governance structure laid the foundation. Finally, this paper holds that before the introduction of folk public welfare organizations, the state and non-governmental public welfare organizations still need to take adjustment and optimization measures to make them become a new mechanism of curriculum reform and governance which has a more sound structure and can play a positive role in the curriculum reform.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G423

【引证文献】