师范生教育政策执行模式探究——基于“低模糊-高冲突”动态转化的视角

An Analysis of the Implementation Model of Government-Funded Teacher Education Policy from the Perspective of Dynamic Transformation Based on Low Ambiguity and High Conflict

师范生教育政策有效执行是促进职前教师优质培养和推动教师队伍专业化的重要保障,而当前政策制度与现实情况存在一定冲突。将“模糊—冲突”理论模型与师范生教育政策的动态执行情境相结合,发现2007年以来我国师范生教育政策经历了目标导向多元共存与主体利益短暂兼容的试验性执行、程序操作亟待细化与主体利益冲突显现的象征性执行、制度体系转型优化与违约人数居高不下的政治性执行三个阶段。其中,共识、屏障与自由裁量是自下而上推动试验性执行转向象征性执行的重要因素,政策文本清晰规范与政策制定主体权力持续强化则是自上而下推动象征性执行转向政治性执行的重要因素。基于此,提出优化我国师范生教育政策执行模式的构想,即:中央政府与教育部直属师范大学协力推进师范教育政策的地方辐射过程,地方政府与地方师范院校转变冲突性质以促进我国师范生教育政策主动变通执行,持续完善师范生教育元政策与配套政策体系。

The effective implementation of the policy on normal university students'education is a crucial guarantee for promoting pre-service teacher's education and the professionalization of the teaching workforce.However,there exists a certain conflict between the current policy and the practical context.This research will integrate the“ambiguity-conflict”theoretical model with the dynamic implementation of the policy on normal university students'education.The results show that since 2007,China's normal university students have gone through three stages.They are experimental implementation featuring the goal-oriented pluralism and co-existence shortly compatible with subjects'interests,symbolic implementation highlighting the need for urgent and refined procedural operations and the conflicts of subjects'interests,and political implementation characterized by the transformation and optimization of the system and persistently high default rates.Among them,barriers to consensus and discretionary powers play crucial roles in the bottom-up transition from experimental implementation to symbolic implementation.Also,clear and standardized policy texts and the continuous empowerment of the implementing entities contribute to the top-down transition from symbolic implementation to political implementation.Based on this,this study proposed a conception of optimizing the implementation mode policy for normal university students.That is,the central government and affiliated normal universities collaborate to promote the local influence of normal university students'education policies,the local governments and local normal universities transform the nature of conflicts to promote the active implementation of government-funded teacher education policies with Chinese characteristics,and continuously improve the meta policies and supporting policy groups of normal university students'education.