【摘要】： 長久以來,受現(xiàn)代科學理性的影響,在教育政策執(zhí)行的研究中,不少學者慣于“簡化處理”的思維路線,過于強調(diào)執(zhí)行規(guī)律的“真理性”,追求揭示執(zhí)行諸要素之間的必然聯(lián)系,在探尋教育政策失敗原因和結果的關系時,忽略用多元化的信念來解明教育政策執(zhí)行的復雜性。然而,對于極其復雜的教育政策執(zhí)行,是無法用簡單的眼光來打量與把握的。隨著我國步入社會轉(zhuǎn)型期,一些長期困擾教育政策執(zhí)行的問題愈發(fā)凸顯出來,它們所表現(xiàn)出來的復雜過程和復雜程度,是根本不能用簡單性和簡單方法進行描述和處理的。在追求精簡的教育政策執(zhí)行經(jīng)常性失靈的情況下,后現(xiàn)代政策運動已意識到,傳統(tǒng)的簡單化思維方式在解讀教育政策執(zhí)行問題時突然顯得那樣的力不從心。因此,有必要運用多元的、綜合化的復雜性范式,把影響教育政策執(zhí)行的相關要素,都納入到教育政策執(zhí)行復雜系統(tǒng)之中來加以思考,以達到對于教育政策執(zhí)行復雜性的完整性把握。 興起于20世紀70年代的復雜理論,為我們研究教育政策執(zhí)行的復雜性開辟了一條蹊徑。復雜性科學方法論啟發(fā)我們,從簡單思維走向復雜性思維,這是研究教育政策執(zhí)行復雜性的思維門徑。教育政策過程的形態(tài)不應該是過去人們所認為的“線性的控制”,而應該是“彈性的修正”。教育政策執(zhí)行過程中充滿著不可預測的變量,對這些變量進行科學的分析應該提到教育管理學者的議事日程上來。為此,本研究以“復雜理論視閾下的教育政策執(zhí)行研究”作為博士論文的選題,嘗試在復雜理論的視閾下對教育政策執(zhí)行的復雜性展開研究。用復雜性思維來重新認識教育政策執(zhí)行的復雜性,從復雜理論與教育政策執(zhí)行聯(lián)結的維度,對教育政策執(zhí)行的復雜性研究作出一次個人的自覺有限回應。力圖通過扎實的研究綜合考查教育政策執(zhí)行的主體、客體和內(nèi)容等變量,以及這些變量之間的聯(lián)系和規(guī)律性,對教育政策執(zhí)行的復雜性予以揭示；在強調(diào)教育政策執(zhí)行復雜性的基礎上,以復雜理論為工具來分析社會轉(zhuǎn)型期教育政策執(zhí)行存在的問題,并提出弱化和駕馭教育政策執(zhí)行復雜性的策議,為我國教育政策執(zhí)行研究注入新的氣息。 論文由八部分組成,分別是引論,文獻綜述,復雜性籠罩下的我國農(nóng)民工子女教育政策問題,新課改政策執(zhí)行現(xiàn)狀透視,一種研究教育政策執(zhí)行的新視閾：復雜理論引介,教育政策執(zhí)行復雜性分析,駕馭教育政策執(zhí)行復雜性的策略,結語。論文在個案剖析的基礎上,主要在以下方面進行了分析和討論。 第一、提出了“教育政策執(zhí)行簡單抑或復雜?”“思維變與不變”的設問,這是教育政策執(zhí)行復雜性研究的邏輯前提。論文通過對農(nóng)民工子女教育政策問題和新課改政策執(zhí)行個案的實然分析,透過影響教育政策執(zhí)行效率的因素認識復雜性,解析復雜性；將影響教育政策實現(xiàn)的復雜性因素及其作用歸納整合,使它們之間的聯(lián)系呈現(xiàn)出來。筆者認為,教育政策執(zhí)行是一個復雜且具有高度權變性的現(xiàn)象,它包括了相互依賴性,選擇程度和行為改變等多種組成部分；教育政策執(zhí)行系統(tǒng)結構一直處于不穩(wěn)定的波動狀態(tài),凸顯了一種復雜的立體網(wǎng)絡狀連接關系。單憑簡單性研究是難以把握的,必須運用復雜性思維,全面、深刻地理解。 第二、引介一種研究教育政策復雜性的新視閾——復雜理論,為用復雜性思維研究教育政策執(zhí)行復雜性奠定理論基礎。筆者認為,以復雜性思想為指導、運用復雜科學的原理研究教育政策執(zhí)行復雜性,這正好適應了教育政策執(zhí)行本身的復雜現(xiàn)象。在目前學術文獻尚缺的情況下,走進復雜理論,加深了學界對教育政策執(zhí)行不穩(wěn)定性、不可預測的隨機性的認識；這將有助于我們克服簡單性思維的桎梏,從宏觀上理清教育政策執(zhí)行復雜性研究思路,從整體上把握教育政策執(zhí)行系統(tǒng)的復雜性,進而分析、歸納出有效的對策和方法,指導教育政策執(zhí)行復雜性研究和各項具體的教育政策執(zhí)行實踐活動。 第三、運用復雜理論重新闡釋教育政策執(zhí)行的復雜性。為什么教育政策執(zhí)行是一種復雜的現(xiàn)象?筆者認為,除了政策執(zhí)行技術細節(jié)的問題,影響其運作更主要的方面是作為政策系統(tǒng)的復雜性問題,而這是在實際操作過程中難以預見和解決的問題。這并非是由教育政策執(zhí)行的特性得出的反面推斷,而是執(zhí)行過程表現(xiàn)出的不確定性、涌現(xiàn)性等多種因素合力作用的結果。復雜理論視閾下的教育政策執(zhí)行中的復雜性問題,更多的是指教育政策執(zhí)行系統(tǒng)的多因素性、多層次性、多變性以及相互作用所形成的整體行為和演化。 第四、將研究視角與復雜性問題進行銜接,來關注教育政策執(zhí)行復雜性形成的條件,包括中介物、共同活動的環(huán)境,以及在這一共同環(huán)境中各主體之間相互影響的方式,在應然的層面上探索應用復雜理論解決教育政策執(zhí)行復雜性問題的途徑。通過對教育政策執(zhí)行復雜性的涌現(xiàn)和自組織臨界態(tài)的分析,筆者嘗試性地提出了弱化和駕馭教育政策執(zhí)行復雜性的策略：其一,將教育政策執(zhí)行系統(tǒng)理解為復雜適應系統(tǒng),在教育政策鏈的聯(lián)系中弱化復雜性；其二,把復雜性作為創(chuàng)新和改進的一種激勵因素,在學校的變革中駕馭復雜性。
[Abstract]:For a long time, under the influence of modern scientific rationality, many scholars have been accustomed to the thinking line of "simplifying treatment", over-emphasizing the "truth" of the law of implementation, pursuing to reveal the inevitable links between the elements of implementation, neglecting to use pluralism in exploring the relationship between the causes and results of the failure of educational policies. However, it is impossible to judge and grasp the implementation of extremely complex educational policies with a simple view. As China enters the period of social transformation, some problems that have long plagued the implementation of educational policies have become increasingly prominent. The complex process and complexity they show is the root. The post-modern policy movement has realized that the traditional simplified way of thinking suddenly appears to be so inadequate in interpreting the implementation of educational policies. Therefore, it is necessary to use pluralistic and comprehensive methods. In order to grasp the completeness of the implementation of educational policies, the complexity paradigm and the related factors affecting the implementation of educational policies should be incorporated into the complex system of the implementation of educational policies.
Complexity science methodology enlightens us from simple thinking to complex thinking, which is the thinking way to study the complexity of the implementation of educational policies. The implementation of educational policy is full of unpredictable variables. Scientific analysis of these variables should be put on the agenda of educational management scholars. This paper tries to study the complexity of the implementation of educational policy from the perspective of complex theory. It tries to re-recognize the complexity of the implementation of educational policy with complexity thinking, and to make a self-conscious limited response to the complexity of the implementation of educational policy from the dimension of the link between complex theory and the implementation of educational policy. The study comprehensively examines the variables such as the subject, object and content of the implementation of educational policies, and the relationship and regularity between these variables, revealing the complexity of the implementation of educational policies. It also puts forward some suggestions to weaken and control the complexity of the implementation of educational policies, which will inject new flavor into the study of the implementation of educational policies in China.
This paper is composed of eight parts: introduction, literature review, the problems of education policy for the children of migrant workers in China under the envelope of complexity, the perspective of the implementation of the new curriculum reform policy, a new perspective for the implementation of education policy: introduction of complex theory, analysis of the complexity of the implementation of education policy, strategies to control the complexity of the implementation of education policy, and conclusion. On the basis of case analysis, the paper mainly analyzes and discusses the following aspects.
Firstly, the paper puts forward the question of "simple or complex implementation of education policy?" "changeable thinking and unchangeable thinking", which is the logical premise of the study on the complexity of the implementation of education policy. In my opinion, the implementation of education policy is a complex and highly authoritative phenomenon, which includes many components, such as interdependence, degree of choice and behavioral change. The structure of the policy execution system has been in an unstable state of fluctuation, highlighting a complex three-dimensional network-like connection. Simplicity alone is difficult to grasp, and complex thinking must be used to comprehensively and profoundly understand.
Secondly, this paper introduces a new perspective to study the complexity of educational policy-complex theory, which lays a theoretical foundation for studying the complexity of educational policy implementation with complexity thinking. Complex phenomena. In the absence of academic literature, entering into the complex theory deepens the academia's understanding of the instability and unpredictable randomness of the implementation of educational policies; this will help us overcome the shackles of simplicity of thinking, clarify the research ideas of the complexity of the implementation of educational policies from a macroscopic perspective, and grasp the educational policies as a whole. The complexity of the implementation system is further analyzed and effective countermeasures and methods are concluded to guide the study of the implementation complexity of educational policies and the implementation of specific educational policies.
Thirdly, the complexity of the implementation of educational policy is reinterpreted by using the complex theory. Why is the implementation of educational policy a complicated phenomenon? In my opinion, apart from the technical details of policy implementation, the more important aspect that affects its operation is the complexity of the policy system, which is difficult to predict and reconcile in the actual operation process. This is not the reverse inference from the characteristics of the implementation of educational policies, but the result of the combined action of uncertainties and emergencies in the implementation process. The overall behavior and evolution resulting from variability and interaction.
Fourthly, the paper links up the research perspective with the complexity issue to pay attention to the formation conditions of the complexity of the implementation of educational policies, including intermediaries, the environment of joint activities, and the way in which the subjects interact in this common environment, and explores the application of complex theory to solve the complexity of the implementation of educational policies at the proper level. Through the analysis of the emergence of the complexity of educational policy implementation and the critical state of self-organization, the author tries to put forward some strategies to weaken and control the complexity of educational policy implementation: first, to understand the educational policy implementation system as a complex adaptive system, and to weaken the complexity in the links between educational policy chains; second, to treat the complexity as a complexity An incentive for innovation and improvement to control complexity in school transformation.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2010
【分類號】：G40-011.8

【引證文獻】

相關期刊論文 前1條

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相關碩士學位論文 前8條

1 秦康柏;復雜性視域中的課程創(chuàng)生[D];西南大學;2012年

2 尚金蘭;復雜理論視域下的小組合作學習研究[D];華東師范大學;2012年

3 董晶晶;山西省體育學科“國培計劃”政策執(zhí)行研究[D];山西師范大學;2013年

4 孫海紅;義務教育擇校治理政策執(zhí)行失真研究[D];西南大學;2013年

5 吳梅芬;學前教育政策執(zhí)行研究[D];西南大學;2013年

6 石家麗;教育變革中的教師專業(yè)地位研究[D];首都師范大學;2013年

7 于丹妮;復雜性科學視角下教育研究方法論變革探究[D];青海師范大學;2013年

8 潘立;“特崗計劃”實施狀況研究[D];廣西師范學院;2013年

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本文編號：2201873