薄弱学校改造政策执行困境及其突围路径
Reform Policy Implementation of Low-performing Schools:Predicament and Outlet 
  
DOI:
中文关键词:  薄弱学校;政策执行;多重制度逻辑
英文关键词:low-performing schools, policy implementation, multiple institutional logic
基金项目:本文系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”(项目批准号:JD19061)、江西省2011协同创新中心课题“江西省中小学教师队伍质量年度监测研究”(项目批准号:JXJSZLB14)的成果。
作者单位
邓亮 江西师范大学 
林天伦 华南师范大学 
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中文摘要:
      基于多重制度逻辑的分析,薄弱学校改造政策执行存在多重现实困境。国家层面存在信息不对称下的政策滞后和多元价值取向下的执行偏差;地方教育行政部门存在“劣性互动”和功利价值取向下的社会参与缺失;薄弱学校自身存在多重压力下的“责任逃避”与资源稀缺下的“机会主义”。为有效破解困境,需要加强顶层制度设计,出台科学合理的改造政策;鼓励社会力量参与,实现多元主体的协同治理;建立健全保障机制,完善政策实施的支持体系。
英文摘要:
      Based on the analysis of multiple institutional logic, there are multiple realistic predicaments in the implementation of the reform policy in low-performing schools. At the national level, there exists policy lag under information asymmetry and implementation deviation under multiple value orientation; the local educational administrative departments have “inferior interaction” and the lack of social participation under the utilitarian value orientation; low-performing schools themselves have “responsibility shirking” under various pressures and “opportunism” under resource scarcity. In order to effectively solve the dilemma, we need to strengthen the top-level system design, introduce scientific and reasonable reform policies, encourage the participation of social forces, realize the collaborative governance of diverse subjects, and establish a sound guarantee mechanism and supporting system for policy implementation.
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