论理论导向的教育政策分类

A Study of Theories-Oriented Education Policy Classification

政策类型研究是公共政策研究的前沿领域,研究教育政策分类能够推动我国教育政策理论与实践的深入发展。目前,国内尚没有专门的教育政策分类研究,已有的教育政策分类属于实用或现象分类,缺乏理论基础,难以对教育政策理论研究与实践提供启发和指导。国外的政策类型研究虽然起步较早,但在理论和方法上仍面临挑战,类型的操作性问题没有很好地解决。针对国内外教育政策分类研究的现状,本文提出应发展理论导向的教育政策分类,认为它作为一种本质分类,通过明确的政策类型理论假设和科学的经验观察,能够提出具有启发性和操作性的分类框架,并在此基础上形成经验性的政策理论,从而能促进我国教育政策理论研究和实践的开展。

Policy classification is at the frontier of public policy research. With the development of China’s education reform, it is necessary to develop the theories-oriented education policy classification so as to advance the theories and practices of education policy in China. This classification regards developing empirical theories as its goals and emphasizes definitive hypotheses and empirical proofs. The conceptions of policy and actor’s relations formed during the policy process are two main sources of proposing hypotheses of policy types. Theories-oriented education policy classification can result in a heuristic and measurable classification scheme and empirical education policy theories after testing hypotheses of types with a statistical analysis based on empirical data from education policy phenomena.