试论我国教育政策分析的可能范式

Exploring Analytical Paradigm of Chinese Education Policy

我国目前的教育政策分析正在发生阶段性转变,基本处于前范式阶段。弱批判性的价值分析与具有功能主义倾向的制度分析都不可能成为教育政策分析的成熟范式。只有建立在对教育政策和制度关系模式深刻理解的基础之上,运用新制度主义分析(特别要考虑对于政策行动者策略行为的分析),吸收价值分析的有益成果,最终指向对教育政策的制度伦理考量的分析框架才可能成为我国教育政策分析的相对成熟范式。

The article observes that education policy analysis in China is currently making the transition from the pre--paradigm stage to a higher stage, but neither mild critical value analysis nor functionalistic institutional analysis can become established paradigm of education policy analysis. The article then proposes the following criteria to assess a relative established analytical paradigm： a neo--institutional analysis focused on policy agent＇s strategies and actions, based on deep understanding of the relationship between education policy and education institution, integrating the merits of value analysis, and ultimately targeted at institutional ethics.