本文選題：教育政策研究者　切入點：政策質(zhì)量　出處：《中國高等教育》2008年17期

【摘要】：正魏峰在《教育理論與實踐》第2期發(fā)表文章指出,教育政策研究者和決策者作為兩種與教育政策相關(guān)聯(lián)的主要群體,他們的聯(lián)系緊密與否將關(guān)系到教育決策的科學(xué)化水平和教育政策研究的實踐指向。但是由于二者之間文化的不同,他們在事實上不可能實現(xiàn)真正的融合。教育政策研究者的首要責(zé)任是進行教育政策學(xué)的學(xué)術(shù)構(gòu)建,以學(xué)術(shù)的完善為首要目標(biāo),并以好的學(xué)術(shù)來關(guān)照、審視現(xiàn)實的教育政策。研究者通過構(gòu)建教育政策學(xué)的學(xué)術(shù)體系為現(xiàn)實的教育政策制定提供標(biāo)準(zhǔn),基于終極價值、理性來提供可選擇
[Abstract]:In the second issue of Educational Theory and practice, Zheng Weifeng pointed out that educational policy researchers and policy makers are two major groups associated with education policy. Their close connection will affect the scientific level of educational decision-making and the practice of educational policy research. However, due to the cultural differences between the two, In fact, it is impossible for them to achieve true integration. The primary responsibility of educational policy researchers is to build the academic structure of educational policy, to take academic perfection as the primary goal, and to take good academic care. To examine the educational policy of reality. Researchers provide the criteria for the formulation of realistic educational policy by constructing the academic system of educational policy. Based on the ultimate value and rationality, the researcher provides the choice
【分類號】：G40
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本文編號：1677957