国际紧急时期教育治理的机制与经验——基于扎根理论的全球代表性案例分析

International Mechanisms and Experience of Educational Governance in Emergency——A Multiple-Case Study Based on the Grounded Theory

全球教育发展面临自然灾害、流行病、战争等不确定因素的冲击,紧急时期的教育治理是确保危机期间教育系统有效运转的关键。采用基于扎根理论的多案例分析方法,对22个国家和地区的23项代表性案例进行分析后发现,当前国际上紧急时期教育治理的机制涉及基础层、方法层和干预层三个层面,包含支持系统、系统弹性、规划与设计、评估与诊断四个机制集合,通过驱动、支持、指导和反馈等多种方式形成互动,其目标指向紧急时期教育系统的弹性治理。在具体治理实践中所采取的措施包括:在基础层上,完善教育制度设计,利用信息技术提供工具支撑;在方法层上,提升教育系统的冲突敏感性,注重多元主体的协同治理,重视系统性评估,加强危机后的过度性规划与重建;在干预层上,探索新型教学模式并创建适切学习环境,通过激励、培训等措施解决师资问题,开展心理社会支持和社会情绪学习指导。上述国际经验可为我国提升紧急时期的教育治理能力提供如下参考:一是以弹性治理为发展方向,实施分散化、弹性化的教育治理;二是加强府际合作,推动部门间、各国间协同运作;三是遵循底线思维,制定适切性评估标准。

The development of global education is being influenced by natural disasters,epidemics,wars and other uncertain factors.The sound education governance in emergency period is the key to ensuring the effective operation of education systems in crisis periods.In this study,the method of grounded theory based-multiple case study was used and 23 typical cases collected from 22 countries and regions were analyzed.The results indicate that the mechanism of international education governance during the period of emergency comprises the base layer,the method layer and the intervention layer.With a set of sub-components of assessment and diagnosis,system flexibility,planning and design,support system,it aims at achieving the elastic governance of education during the period of emergency by using a series of methods,such as motivating,support,guidance and feedback to formulate interaction.The measures used in the concrete practice of governance include:(1)optimizing the design of education system and using information technology to provide tools and support at the basic level;(2)increasing the sensitivity in recognizing the conflicts in the education system,valuing the collaborative governance of multiple subjects,emphasizing the systematic evaluation,and strengthening the post-crisis planning and reconstruction for a smooth transition at the methodological level;(3)exploring new instructional models and developing appropriate learning environments,preparing teachers through incentives and training,and providing psychosocial support and social-emotional learning-related guidance at the intervention level.The above international experience provides important insights for China to improve its capacity in educational governance during the emergency period:implementing decentralized and flexible educational governance to achieve flexible governance,strengthening cooperation among governments and promoting collaborative operation among departments and countries,and following the bottom-line thinking and developing the criteria to evaluate the suitability.