摘要
基于多重制度逻辑的分析框架,乡村教师队伍建设政策执行内化于中央政府逻辑、地方政府逻辑和乡村学校逻辑的互动过程中,这些行为逻辑相互作用和影响,形塑着乡村教师队伍建设政策执行的现实困境。中央政府在信息不完全下的“政策失衡”和政策目标多元下的“失范容忍”;城方政府在零和博弈下的“机会主义”和自由裁量权下的“道德风险”,乡村学校在多重压力下的“责任逃避”和关系网络下的“政策变通”是乡村教师队伍建设政策执行困境的具体表现。突破乡村教师队伍建设政策的执行困境,可通过不同利益相关者的自我变革以实现多元主体的价值协同,加强程序制度设计及制度执行的监控机制,吸纳系统外力量的参与以实现多元主体协同治理。
Based on the analysis framework of multiple institutional logic,the implementation of the construction policy of rural teaching staff is internalized in the interactive process of national logic,local education administrative department logic and rural schools*own logic.These kinds of behavioral logic interact with and influence each other,shaping the realistic dilemma of the policy implementation.The implementation dilemma of the rural teaching staff construction policy demonstrates itself as follows:the upolicy imbalance as the result of inadequate information and the 44improper tolerance,as the result of the conflictsbetween multiple policy objectives fromthe central government;the"opportunism"as the result of zero-sum game and the umoral hazardn as the result of discretion from the local government;and the^responsibility evasion'under the multiple pressures and the "policy flexibility"in the relation network from rural schools.In order to deal with the dilemma,we can achieve the coordination of multi-suhject value through the self-transformation of different stakeholders,strengthen the monitoring mechanism of system design and implementation,and realize the multi-subject collaborative governance by involving the forces outside the system.
作者
邓亮
赵敏
DENG Liang;ZHAO Min(School of Education,Jiangxi Normal University;School of Public Administration,South China Normal University)
出处
《教育理论与实践》
北大核心
2019年第34期42-46,共5页
Theory and Practice of Education
基金
江西省高校人文社科重点研究基地项目“新生代乡村教师角色认同现状及培育路径研究”的研究成果
关键词
乡村教师队伍建设
多重制度逻辑冲央政府
地方政府
乡村学校
construction of rural teaching staff
multiple institutional logic
national administrative department
local administrative department
rural school
