摘要
在社会转型和公共教育兴起的背景下,教育规划实践范式须相应转型。传统的教育规划实践范式具有制订权高度集中、公共性理解偏狭、实践过程不科学、价值取向扭曲等不足。教育规划实践范式的转型应从交往与关系两个维度反思规划实践,从显性与隐性两个方面建构教育规划的制度化,从利益相关者的角度使教育规划实践成为公共场域,将系统分析、制度分析纳入教育规划实践的全过程,将教育公平、引领社会作为教育规划实践的基本价值取向。
In the context of social transformation and public education rising, the paradigm of educational planning practice should transform correspondingly. The traditional paradigm of educational planning practice is the derivative of traditional planned economic system. Its features are high centralization on making plans, narrow understanding about the publicity of education, unscientific practice, the values of distortion. The transformation paradigm of educational planning practice should reflect in educational contact and educational relation, make educational planning practice institutionalized from the dominant and recessive level, make educational planning practice to be a public field from the stakeholders＇ angle, apply system analysis and institutional analysis into the process of educational planning practice, and take educational equality and leading the society as the basic value orientation of educational planning practice.
出处
《教育发展研究》
CSSCI
北大核心
2009年第21期36-39,共4页
Research in Educational Development
关键词
教育规划
范式
公共性
利益相关者
educational planning, paradigm, publicity, stakeholders
