中国电化教育

深化课程教学改革是推进教育强国建设的重要举措。但在实地调研中发现其执行过程出现目标与实效的偏差现象,这一问题有待政策学视角下的系统探讨。通过对校长书记、教研员、教师三类政策执行主体分别开展半结构型集体访谈,并收集央地政策文本和区域、学校实施案例,在资料编码整理基础上引入史密斯政策执行模型展开分析,由此归纳理想化政策、执行机构、目标群体、环境因素四类变量对执行效果的影响,以描述政策执行偏差原因。进一步提炼教育治理结构关系和“制度主义-文化主义”政策环境因素作为关键维度并组合,可以发现政策执行偏差逻辑类型,分别是“考核-绩效”取向的形式化偏差、“价值-利益”取向的分歧型偏差、“阐释-接受”取向的模糊型偏差、“创新-保守”取向的伦理型偏差。未来应建设改进导向的考核机制,在协同实践中重塑共同理性,将政策模糊性转化为实践的弹性空间,重申教师专业主体地位。

Deepening curriculum and teaching reform is a key initiative in building an education powerhouse, yet the deviations between goals and outcomes in its implementation still require systematic analysis from a policy perspective. Drawing on semi-structured group interviews with three categories of policy actors, namely principals and party secretaries, teaching researchers, and teachers, together with central and local policy texts and practice cases, this study conducts a coded analysis informed by the Smith model. It identifies four variables, including idealized policy, implementing agencies, target groups, and environmental factors, and examines their effects on implementation outcomes to explain the sources of deviation. Further refining educational organizational structural relations and the institutionalism-culturalism environmental interpretive paradigm as key factors and integrating them, the typology of policy implementation deviation logic can be summarized as follows: assessment-performance oriented formalistic deviation, value-interest oriented divisive deviation, interpretation-acceptance oriented ambiguous deviation, and innovationconservatism oriented ethical deviation. In the future, improvement-oriented evaluation mechanisms should be established, shared rationality should be reconstructed through collaborative practice, policy ambiguity should be transformed into flexible space for practice, and teachers' professional subjectivity should be reaffirmed.