试论教育局长参与教育改革的实践逻辑

发布时间：2018-03-20 21:31

本文选题：教育局长　切入点：教育改革　出处：《教育研究》2013年05期 　论文类型：期刊论文

【摘要】：教育局长是政府教育改革意志的执行者,也是地方教育改革的领导者、组织者或倡导者。教育局长参与教育改革的活动,遵循着某种独特的实践逻辑。具体而言,这种实践逻辑是非理性逻辑、空间逻辑、时间逻辑和利益逻辑。教育局长参与教育改革的实践逻辑有重要价值,即教育改革的效率可能比较高,推进速度比较快;教育改革的政策方案可能得到一定的反思和矫正;教育局长的改革积极性、主动性得到一定程度的发挥。同时,教育局长参与教育改革的实践逻辑也存在一定缺陷,即某些教育局长可能拒绝改革,或者消极应对改革;教育改革中的不合理乃至错误因素不能得到及时有效的反思和清理;教育改革实施过程推进过快,改革形式化、表面化,效果不佳。教育局长参与教育改革的实践逻辑,应该引起有关职能部门的高度重视。
[Abstract]:The Director of Education is the executor of the will of the government education reform, and also the leader, organizer or advocate of the local education reform. The director of education participates in the educational reform activities, following some unique practical logic. This kind of practice logic is irrational logic, space logic, time logic and benefit logic. The practical logic of education director's participation in education reform has important value, that is, the efficiency of education reform may be higher, and the speed of promotion is relatively fast. The policies and programs of the education reform may be reflected and corrected to a certain extent, and the reform enthusiasm and initiative of the education directors may be brought into play to a certain extent. At the same time, the practical logic of the directors' participation in the education reform also has certain defects. That is, some education directors may refuse to reform, or passively deal with reform; unreasonable and even erroneous factors in education reform cannot be promptly and effectively reflected and cleaned up; the implementation process of education reform is advancing too quickly, and the reform is formalized and superficial. The practical logic of the Director of Education to participate in the educational reform should be attached great importance to by the relevant functional departments.
【作者单位】：浙江大学教育学院;浙江大学农业科技园管委会(农业试验站);
【分类号】：G521

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