摘要
一项教育改革的成功在很大程度上取决于教育规划方案的科学性、合理性,但选择什么样的方案则又取决于规划决策的主体及其决策模式。从现实性上,教育规划方案的生成过程存在着三股力量的作用即行政主管者、理论研究者、办学实践者,是三种张力的博弈过程。由于不同主体的价值取向差异,持有立场各异,所形成的决策模式也不尽相同。基于政治取向与政策立场的行政主管者主体倾向于规范治理的政策性规划方案,继而形成了"治策"模式;基于认知取向与价值立场的理论研究者主体倾向于知识建构的学理性规划方案,从而形成了"知策"模式;基于行为取向和事实立场的办学实践者主体倾向于程序操作的经验性规划方案,也就形成了"行策"模式。历史实践证明,这三种模式若独立运作或被特定主体所选择后发挥作用,其现实困境是显而易见的,而且会影响教育发展规划的决策效果和决策水平。因而,建构一种三位一体的协同决策模式无疑是一种理性而科学的选择。
The success of educational reform largely depends on scientificity and reasonability of the educational planning program. A sound educational planning program should depend on the model and subject of the educational planning decision-making. The generating process of educational planning program consists of a game process that the leading administrator, the scholar and the principal interrelate with and interact on each other in practice. There are three kinds of educational decision-making models based on various interest groups; first, the governing strategy is formed by leading administrators from their political necessary point of view, which tends to government＇s policy on educational planning program; second, theoretical strategy is formed by scholars with the tendency towards cognition and value standpoint, which is mainly based on theory; third, practical strategy is formed by principals based on the way of running school and the fact of school, which belongs to empirical educational planning program. The historical practice had proved that it was not effective enough to make better educational planning when each of these models worked individually. The decision-making model of the trinity is really a kind of rational and scientific educational planning.
出处
《教育研究》
CSSCI
北大核心
2015年第9期46-50,共5页
Educational Research
关键词
教育发展规划
决策模式
主体立场
治策
知策
行策
educational development planning, decision-making model, subjective standpoint, governing strategy, theoretical strategy, practical strategy
