發(fā)布時間：2018-11-03 08:59

【摘要】：二十世紀(jì)40年代至今,我國重點學(xué)校政策經(jīng)歷了誕生、停滯、復(fù)興、退出四個嬗變階段,受時代背景和政府執(zhí)政能力的階段性特征所限,政府的公眾責(zé)任和社會發(fā)展責(zé)任也在制定、執(zhí)行和退出的過程中不斷斗爭、平衡,進而得以不斷發(fā)展完善。從重點學(xué)校政策演變的角度來觀照基礎(chǔ)教育政策變革,可以在一定程度上為我國今后基礎(chǔ)教育政策的制定、實施和退出提供有益的參考。具體而言,重點學(xué)校政策的演變對未來基礎(chǔ)教育政策變革的啟示主要包括教育政策的制定應(yīng)當(dāng)兼顧時代背景和教育規(guī)律、教育政策的執(zhí)行應(yīng)當(dāng)兼顧行政干預(yù)和輿論引導(dǎo)、教育政策的退出應(yīng)當(dāng)兼顧政策連貫和利益補償。
[Abstract]:Since the 1940s, China's key school policies have experienced four stages of evolution, including birth, stagnation, renaissance and withdrawal, which are limited by the characteristics of the background of the times and the ability of the government to govern. The public responsibility and social development responsibility of the government are constantly struggling and balancing in the process of making, implementing and withdrawing, and then developing and perfecting continuously. From the point of view of the evolution of the policy of key schools, it can provide a useful reference for the formulation, implementation and withdrawal of the policy of basic education in the future in our country to a certain extent. In particular, the evolution of the key school policy should give consideration to the background of the times and the law of education, and the implementation of the education policy should take administrative intervention and public opinion into account. The withdrawal of education policy should take into account policy coherence and interest compensation.
【作者單位】： 湖南師范大學(xué)教育科學(xué)學(xué)院;常熟理工學(xué)院人文學(xué)院;
【分類號】：G529

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