学前融合教育多重制度逻辑的表征、冲突与重塑

Representation,Conflict and Reshaping of Multiple Institutional Logics in Inclusive Preschool Education

发展学前融合教育是实现我国学前教育优质普惠发展的内在要求,是教育现代化发展的水平标志与重要任务。中央政府、地方政府、幼儿园及学生家长等多元主体在参与学前融合教育实践中所做出的行为选择往往受到其所处制度场域的制约,表现出多重制度逻辑。具体而言,中央政府依循国家逻辑执行国家意志;地方政府依循绩效逻辑执行上级任务并维护自身利益最大化;幼儿园遵循教育逻辑为全体儿童提供教育服务;学生家长依循个人逻辑维护自身利益。在学前融合教育实践中,各主体由于价值观念的差异和对有限资源的角逐,不可避免地导致多重制度逻辑之间的冲突,具体表现为地方政府自由裁量权下的政策失真,幼儿园多重压力下无奈选择责任规避,儿童家长利益离散下的心理疑虑。对此,须有针对性地对多重制度逻辑进行调节,以推进学前融合教育高质量发展,具体应从以下三个方面努力:一是强化政府责任,促进政策的制定与执行形成闭环;二是健全支持体系,提升学前融合教育质量水平;三是化解家长疑虑,以获得家长在情感和行动上的支持。

The development of integrated preschool education is an inherent requirement for the development of quality and inclusive preschool education in China,and it echoes the internal requirement and external representation of Chinese-style modernization.Under the framework of the inclusive preschool education system,the behavioral choices made by the central government,local governments,kindergartens and parents based on their responsibilities and interests form the correlation order of multiple institutional logics.The central government carries out the will of the state according to the logic of the state,the local government carries out the tasks of its superiors and maximizes its own interests according to the logic of the achievement,the kindergartens provide educational services for all children according to the logic of education,and the parents protect their own interests according to the logic of the individual.In practice,differences in values and competition for limited resources among subjects inevitably lead to tensions and conflicts between multiple institutional logics,which are manifested as follows:distortion of policies caused by the collusion strategy under the discretion of local governments,the responsibility avoidance of kindergartens under multi-ple pressures,and psychological doubts caused by the discrete interests of parents.To address this issues,it is imperative to strategically modulate the multifaceted institutional logics with the objective of propelling high-caliber development in inclusive preschool education.This can be achieved through a triadic approach,primarily by bolstering governmental accountability to foster a cohesive policy formulation and implementation cycle,secondarily by fortifying the support framework to enhance the qualitative benchmarks of inclusive preschool education,and tertiarily by allaying skepticism to acquire parental affective and active endorsement.