改革开放以来我国教育督导制度变迁

北京师范大学学报(社会科学版) ›› 2020, Vol. 0 ›› Issue (1): 30-37.

改革开放以来我国教育督导制度变迁

苏君阳

北京师范大学教育督导研究中心,北京 100875

收稿日期:2019-07-29 出版日期:2020-01-25 发布日期:2020-12-09

The Changes in Chinese Education Supervision System since the Reform and Opening-up

SU Junyang

Research Center of Education Supervision, BNU, Beijing 100875, China

Received:2019-07-29 Online:2020-01-25 Published:2020-12-09

摘要/Abstract

摘要： 教育督导是国家教育基本制度之一,我国现行教育督导制度是在改革开放后逐渐恢复与发展起来的。从不同维度来分析,教育督导制度变迁路径是不同的。从议程设置维度来分析,教育督导制度变迁有自上而下与自下而上两种路径。从价值取向维度来分析,教育督导制度变迁有激进性与渐进性两种路径。从举措动因维度来分析,教育督导制度变迁有强制性与诱致性两种路径。改革开放四十多年来,我国教育督导制度变迁在三重维度路径均有发生,每一重维度上的路径变迁皆具有双重性特征,相互补充。影响教育督导制度变迁路径形成的原因多种多样,各种不同原因之间交互作用与交互影响。为消解教育督导制度变迁中存在的阻力,一方面需要进一步提升我国教育督导的行政地位,另一方面需要不断地提升教育督导组织自身持续地自我学习能力。未来我国教育督导制度变迁仍然会在三个维度上发生,每一维度上的变迁皆有相应的适应性要求。

关键词: 教育督导制度, 教育改革, 教育基本制度

Abstract: As a basic national education system, education supervision in China has experienced stages of recovery and development since the reform and opening-up. The paths of changes in the education supervision may diverse in the analysis from different dimensions. Based on the agenda-setting dimension, there are top-down and bottom-up paths. Based on value-orientation dimension, there are radical and progressive paths. Based on the causal dimension, there are mandatory and induced paths. During over forty years of reform and opening-up, education supervision has experienced changes from all the three dimensions, and each dimension indicates dual but complimentary characteristics. Additionally, there are kinds of causes for education supervision change and they interact with each other. For the purpose of eliminating the resistance of educational supervision change, administrative status of education supervision should be enhanced further. On the other hand, the continuing learning ability of education supervision organizations should be improved. In the future, education supervision change will keep moving forward on the three dimensions and meet the unique needs from each dimension.

Key words: education supervision system, education reform, basic education system

中图分类号:

苏君阳. 改革开放以来我国教育督导制度变迁[J]. 北京师范大学学报(社会科学版), 2020, 0(1): 30-37.

SU Junyang. The Changes in Chinese Education Supervision System since the Reform and Opening-up[J]. Journal of Beijing Normal University(Social Sciences), 2020, 0(1): 30-37.

[1]	薛二勇, 李健. 建设教育强国的基础、要义与路径——党的二十大关于教育强国建设的战略分析[J]. 北京师范大学学报(社会科学版), 2023, 0(1): 16-26.
[2]	李健, 薛二勇, 张志萍. 家庭教育法的立法议程、价值、原理与实施[J]. 北京师范大学学报(社会科学版), 2022, 0(1): 62-71.
[3]	成梁, 王宇明, 丁峰, 汤超颖. 一流大学教育基金会发展的中国道路——基于多元治理逻辑的讨论[J]. 北京师范大学学报(社会科学版), 2021, 0(3): 104-112.
[4]	周作宇. 教育改革的逻辑:主体意图与行动路线[J]. 北京师范大学学报(社会科学版), 2020, 0(1): 5-29.
[5]	苏凇,黄四林,张红川. 论基于核心素养视角的财经素养教育[J]. 北京师范大学学报(社会科学版), 2019, 0(2): 73-78.