我们需要什么样的教育政策比较研究

What Kind of Comparative Research in Educational Policy We Need?

教育政策比较研究日益成为教育研究的热点领域。既有研究存在着以下问题:在研究对象上,偏重单一国别而缺失真正意义上的多国比较;在研究目的上,偏重借鉴功能而非促进知识生产;在研究方法上,偏重文献研究而忽视多学科方法的运用。教育政策比较研究需要转型:超越单一国别研究,通过国家间教育政策异同的比较生成新的教育政策知识;超越简单化的教育政策借鉴,通过教育政策的比较研究与交流促进一国教育政策的内生发展,生成本土化的教育政策理论,与其他国家的教育政策实践和理论展开对话;在教育政策文本分析之外,借助于历史学、人类学和实证研究等多元方法,比较分析多国教育政策过程及其与历史、文化和社会结构的联系,提升教育政策研究的水平。

The importance of comparative research in educational policy has become increasingly recognized in the field of educational research.However,there exists several important issues in the current literature.Firstly,many of the existing studies focus on single-country research instead of multi-country comparisons.Secondly,the main purposes of comparative research in educational policy tend to be policy borrowing,rather than new knowledge generation in the field of educational policy.Thirdly,most studies rely on the documentary analysis method and neglect many other methods.These issues can be addressed in the following aspects.Transcending single-country studies,researchers can compare similarities and differences among multiple countries or regions in order to generate new educational policy knowledge.In addition to policy borrowing,researchers could improve internalization of educational policy and promote local adaptations of foreign policy theories within a country through comparison and communication among countries,and development of the cross-border dialogue of policies and theories.Further,moving beyond the policy documentary analysis method,diversified methods,including,but not limited to,the historical method,anthropological method,and quantitative methods,can be used to improve the quality of comparative studies so as to deepen our understanding of educational policy process and the relationships among educational policy,culture,history,and social structures.