摘要
应对公共危机的能力是衡量教育治理能力现代化水平的重要维度。在系统思维的意义上,教育应对公共危机存在着设计、执行和反思三个环节的行动结构,以及专业度、认同度、协同度、创新度、认识度和推进度六个维度的行动尺度。在应对新冠重大疫情危机过程中,教育在设计、执行和反思三个环节均遭遇挑战,表现为“停课不停学”的共识危机,“网上教学”的认知与能力缺位以及“疫情教育”的想象力不足。后疫情时代,提升教育应对公共危机的能力,需要构建常态化的公共危机应对机制,建立时效性的公共危机信息沟通机制,构建协同化的公共危机治理参与机制,落实针对性的网络教育质量提升机制,开展立体化的公共危机反思机制,以及实施持续性的公共危机治理能力建设机制。
The ability of coping with public crises is an important consideration for measuring the modernization level of education governance.Systematically,there are three links of action paradigm in education’s response to public crisis:execution and introspection and a six-dimensional action scale:professional degree,recognition degree,synergy degree,innovation degree,awareness degree and promotion degree.In response to the outbreak of COVID-19 crisis,education encounters challenges in design,execution and introspection,such as the consensus crisis like“keeping on studying while schools are closed”,the absence of cognition and ability of online teaching and the lack of imagination of“epidemic education”.In the post epidemic era,to improve the ability of coping with public crises,it's necessary to build a normalized public crisis response mechanism,establish a timely public crisis information communication mechanism and a diversified public crisis governance participation mechanism.Also it's important to implement a precise improving mechanism of online-education quality,develop a multidimensional public crisis reflection mechanism and implement a capacity building mechanism of progressive public crisis.
作者
林克松
朱德全
Lin Kesong;Zhu Dequan(Faculty of Education,Southwest University,ChongQing 400715)
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2020年第4期118-126,共9页
Journal of East China Normal University:Educational Sciences
