教育改革试点向示范转进的逻辑与隐忧——基于H省本科院校转型发展试点示范现象的考察

The Logic and Concerns of the Shift from Pilot Programs to Model Programs on Education Reform:A Study on the Pilot-Model Transformation Development of Undergraduate Institutions in H Province

依托试点探索的经验,遵循由点及面的改革路径,渐进推动政策创新与扩散进程,是我国有序推进各领域建设事业的重要手段与基本经验。教育领域亦是如此,引导本科院校转型发展便是先试点、再示范并力争达到"以点带面"政策目标的典型案例。H省在推进本科院校转型发展方面走在全国前列,并有较多转型发展试点顺利转进为示范建设院校。这种现象的出现符合试点政策的理论演进逻辑,更是基于特定优势采取竞争性行动逻辑的结果。总体来看,全国范围内的本科院校转型发展仍处在试点示范校建设阶段,主要受"造点逻辑"支配,取得的转型发展成效毋庸置疑,但也存在诸多现实隐忧:一是转型发展交织着政府与试点高校的共同利益,试点向示范转进可能会流于形式;二是转型发展会遭遇集体行动困境的挑战,示范校建设任务相当艰巨;三是转型发展需要各种资源支持,示范经验的推广或复制难度较大。

Relying on the experience of pilot program exploration, following the reform path from singlelocation reform to area-wide coverage and gradually propelling the process of policy innovation and diffusion are the important approaches and basic experience for China to promote the construction of various causes in an orderly manner. Education is no exception. Guiding the transformation development of undergraduate institutions is a typical case starting from pilot programs to model programs with a final view to achieving the policy goal of “single-location reforms driving area-wide reforms”. H province stands at the forefront in promoting the transformation development of undergraduate institutions and a number of pilot programs for transformation development have been successfully turned to model programs. The emergence of this phenomenon is in line with the theoretical evolution logic of the pilot policy and it is the logical result of competitive actions based on specific advantages. On the whole, the transformation development of undergraduate institutions nationwide is still in the stage of constructing pilot and model universities and colleges, mainly subject to “the logic of creating reform points”. The achievements of transformation development are beyond doubts, yet there are also many latent concerns： first, common interests of governments and pilot universities are intertwined in transformation development. The transition from pilot programs to model programs may be reduced to a mere formality. Second,the transformation development will encounter the challenge of collective action dilemma and the construction of model universities and colleges is quite arduous. Third, the transformation development calls for resource support of all kinds and the promotion or duplication of model program experience is rather difficult.