“双减”政策的学校样本表达——基于制度适应理论的视角

School Sample Expression of “Double Reduction” Policy:An Institutional Fit Theory Perspective

基于制度适应理论的视角,“双减”工作可能会逐渐从“建设期”走向“生态期”,即从站在“规范”框架下的制度叙事转向强调制度在特定环境中的“建构”。本文充实了制度适应理论的一般模型,提出“角色——环境——内容”的“三维度”分析框架,以X省237项中小学“双减”实践成果为样本,通过文本分析法,发现学校样本在制度适应中的本土诠释、环境嵌入、角色拉锯和选择性行动等四个特征,并据此从制度的创新度、协同度、平衡度和同频度上对“双减”工作的未来进路做进一步展望。

From the perspective of institutional fit theory,this paper suggests that the“double reduction”work may gradually shift from the“construction period”to the “ecological period,”emphasizing the creation of the institution in a specific environment rather than standing within the framework of regulations. This paper enriches the general model of institutional fit theory by proposing a“three-dimensional”analysis framework of“role-environment-content”. Using a sample of 237primary and secondary school “double reduction”practices in X Province,this study employs text analysis to identify four characteristics of institutional fit in school samples:local interpretation,environmental embedding,role conflict,and selective action. Based on these characteristics,this paper provides further prospects for the future development of the“double reduction”work in terms of the innovation degree,coordination degree,balance degree,and frequency degree of the institution.