本文選題：新疆雙語(yǔ)教育 + 政策執(zhí)行主體�。� 參考：《石河子大學(xué)》2017年碩士論文

【摘要】：新疆是一個(gè)多民族聚居、各地差異顯著的地區(qū)。各民族在相互交流、融合中對(duì)學(xué)習(xí)漢語(yǔ)的需求和熱情逐漸增加,雙語(yǔ)教育應(yīng)運(yùn)而生。雙語(yǔ)教育實(shí)施以來,取得了令人矚目的成就。雙語(yǔ)學(xué)校遍及全疆各地,接受雙語(yǔ)教育的學(xué)生不斷擴(kuò)大,形成了適應(yīng)各地教育水平的三種雙語(yǔ)模式,以及多種類型的雙語(yǔ)班。國(guó)家及自治區(qū)、各級(jí)教育部門不斷制度和出臺(tái)大量雙語(yǔ)政策文件,為新疆雙語(yǔ)教育發(fā)展提供了政策依據(jù)。本文以2004年自治區(qū)黨委、自治區(qū)人民政府頒布的《關(guān)于大力推進(jìn)雙語(yǔ)教學(xué)工作的決定》(新黨發(fā)[2004]2號(hào)文件)和2011年《新疆維吾爾新疆少數(shù)民族學(xué)前和中小學(xué)雙語(yǔ)教學(xué)發(fā)展規(guī)劃(2010-2020)》作為檢驗(yàn)政策執(zhí)行主體是否發(fā)生偏差的標(biāo)準(zhǔn),判定新疆雙語(yǔ)教育政策執(zhí)行主體在政策實(shí)施過程中是否存在偏差行為。新疆雙語(yǔ)教育政策執(zhí)行主體作為有效落實(shí)雙語(yǔ)教育政策的責(zé)任人,在整個(gè)雙語(yǔ)教育政策執(zhí)行過程中起著關(guān)鍵性的作用,是將雙語(yǔ)教育政策落實(shí)到學(xué)生的中介點(diǎn),直接關(guān)系到雙語(yǔ)教育政策能否有效地實(shí)現(xiàn)政策目標(biāo)。新疆雙語(yǔ)教育在取得成績(jī)的同時(shí),也反映出了一系列問題。其中,雙語(yǔ)教育政策執(zhí)行主體執(zhí)行偏差造成的政策失效就是一個(gè)亟須解決的問題。雙語(yǔ)教育政策執(zhí)行主體可能由于客觀政策環(huán)境不足,也可能由于自身知識(shí)和素質(zhì)的欠缺,導(dǎo)致在執(zhí)行雙語(yǔ)教育政策的過程當(dāng)中,出現(xiàn)各種形式的執(zhí)行偏差行為,這些偏差行為模式造成了政策資源的浪費(fèi),降低了政策的可操作性,最終導(dǎo)致政策目標(biāo)的落空。政策執(zhí)行主體是鏈接政策與政策受眾的橋梁,是政策有效執(zhí)行的核心部分,也是直接關(guān)系政策成敗的關(guān)鍵因素。本文運(yùn)用問卷調(diào)查和田野調(diào)查法了解雙語(yǔ)政策執(zhí)行的情況,通過對(duì)多名校長(zhǎng)、領(lǐng)導(dǎo)及教師進(jìn)行深入訪談,分析發(fā)現(xiàn)新疆雙語(yǔ)教育政策在執(zhí)行過程中出現(xiàn)了機(jī)械執(zhí)行、選擇執(zhí)行、無律執(zhí)行、強(qiáng)迫執(zhí)行和尋租執(zhí)行等偏差行為,嚴(yán)重影響政策執(zhí)行的效果和質(zhì)量。進(jìn)而分析政策執(zhí)行主體偏差行為產(chǎn)生的原因,結(jié)合新疆雙語(yǔ)教育發(fā)展現(xiàn)狀,提出健全政策執(zhí)行機(jī)制、提升執(zhí)行主體的綜合能力和完善利益協(xié)調(diào)機(jī)制的政策措施。
[Abstract]:Xinjiang is a multi-ethnic settlement, the difference between the region. The need and enthusiasm for learning Chinese gradually increased in the process of communication and integration, and bilingual education emerged as the times require. Since the implementation of bilingual education, it has made remarkable achievements. Bilingual schools are spread all over Xinjiang, and the number of students receiving bilingual education is expanding, forming three kinds of bilingual models and various types of bilingual classes adapted to the level of education in different places. Education departments at all levels in our country and autonomous region have made continuous system and issued a large number of bilingual policy documents, which provide policy basis for the development of bilingual education in Xinjiang. In 2004, the party committee of the autonomous region, "decision on vigorously promoting Bilingual Teaching" issued by the people's Government of the Autonomous region (New Party document [2004] 2) and 2011 "Development Plan of Bilingual Education for ethnic minorities in Xinjiang (2010-2020)" as a Test Government Criteria for whether deviations occur in the executive body of the policy, To judge whether the subject of bilingual education policy in Xinjiang has deviant behavior in the process of policy implementation. As the person responsible for the effective implementation of the bilingual education policy, the executive body of the bilingual education policy in Xinjiang plays a key role in the implementation of the bilingual education policy, which is the intermediary point for the implementation of the bilingual education policy to the students. It is directly related to whether bilingual education policy can effectively achieve the policy objectives. Xinjiang bilingual education in the achievements, but also reflects a series of problems. Among them, the policy failure caused by the deviation of the executive body of bilingual education policy is an urgent problem to be solved. The executive body of bilingual education policy may be due to the lack of objective policy environment or the lack of knowledge and quality, which may lead to various forms of deviant behavior in the process of carrying out bilingual education policy. These deviant behavior patterns lead to the waste of policy resources, reduce the maneuverability of policies, and finally lead to the failure of policy objectives. The main body of policy implementation is the bridge between policy and policy audience, the core part of effective policy implementation, and the key factor directly related to the success or failure of policy. This paper uses questionnaire and field investigation to understand the implementation of bilingual policy, through in-depth interviews with many principals, leaders and teachers, it is found that the implementation of bilingual education policy in Xinjiang appears mechanically and selectively. Deviant behaviors such as law enforcement, forced execution and rent-seeking execution seriously affect the effect and quality of policy implementation. Based on the analysis of the causes of the deviant behavior of the subject of policy implementation and the present situation of bilingual education in Xinjiang, this paper puts forward some policy measures to improve the mechanism of policy implementation, to enhance the comprehensive ability of the subject and to perfect the mechanism of coordination of interests.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G752

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