教育政策执行研究的三种视角及其比较

Three Perspectives of Education Policy Implementation Research and Its Comparison

教育政策执行研究目前主要有三种研究视角,即技术—理性视角、相互适应视角、意义建构视角。技术—理性视角关注政策目标的实现程度,强调政策制定者的作用,忽视政策执行者的能动性和情境的影响;相互适应视角聚集政策执行过程,强调政策执行者的重要性,忽视政策制定者的影响;意义建构视角关注政策执行者理解政策的过程,强调政策、执行者以及情境的互动,但忽视制度结构的影响。技术—理性视角和相互适应视角是对立的研究视角,而意义建构视角则整合了它们的主要观点,补充而不是取代了这两种研究视角。这三种研究视角因关注政策执行的不同方面,且各有优缺点,因而适用于不同的研究场景。

There are three major perspectives on education policy implementation research:technical-rational perspective,mutual adaptation perspective,and sensemaking perspective.Technical-rational perspective focuses on the extent to which the policy objectives are achieved,emphasizes the role of policy makers,and ignores the influence of policy implementers and contexts.Mutual adaptation perspective gathers policy implementation process,emphasizes the importance of policy implementers,and ignores the influence of policy makers.Sensemaking perspective focuses on the process of policy implementers"policy understanding,emphasizes the interaction of policies,implementers,and contexts,but neglects the impact of institutional structure.Technology-rational perspective and mutual adaptation perspective are opposing research perspectives,and sensemaking perspective integrates their main ideas,and complements rather than supplants the two perspectives.The three perspectives focus on different aspects of policy implementation and have their own advantages and disadvantages.Therefore,they are applicable to different research scenarios.