改革开放以来我国教育督导制度变迁

The Changes in Chinese Education Supervision System since the Reform and Opening-up

教育督导是国家教育基本制度之一,我国现行教育督导制度是在改革开放后逐渐恢复与发展起来的。从不同维度来分析,教育督导制度变迁路径是不同的。从议程设置维度来分析,教育督导制度变迁有自上而下与自下而上两种路径。从价值取向维度来分析,教育督导制度变迁有激进性与渐进性两种路径。从举措动因维度来分析,教育督导制度变迁有强制性与诱致性两种路径。改革开放四十多年来,我国教育督导制度变迁在三重维度路径均有发生,每一重维度上的路径变迁皆具有双重性特征,相互补充。影响教育督导制度变迁路径形成的原因多种多样,各种不同原因之间交互作用与交互影响。为消解教育督导制度变迁中存在的阻力,一方面需要进一步提升我国教育督导的行政地位,另一方面需要不断地提升教育督导组织自身持续地自我学习能力。未来我国教育督导制度变迁仍然会在三个维度上发生,每一维度上的变迁皆有相应的适应性要求。

As a basic national education system, education supervision in China has experienced stages of recovery and development since the reform and opening-up. The paths of changes in the education supervision may diverse in the analysis from different dimensions. Based on the agenda-setting dimension, there are top-down and bottom-up paths. Based on value-orientation dimension, there are radical and progressive paths. Based on the causal dimension, there are mandatory and induced paths. During over forty years of reform and opening-up, education supervision has experienced changes from all the three dimensions, and each dimension indicates dual but complimentary characteristics. Additionally, there are kinds of causes for education supervision change and they interact with each other. For the purpose of eliminating the resistance of educational supervision change, administrative status of education supervision should be enhanced further. On the other hand, the continuing learning ability of education supervision organizations should be improved. In the future, education supervision change will keep moving forward on the three dimensions and meet the unique needs from each dimension.