【摘要】 近年来,中国奇迹般地从一个20世纪的学习者重新崛起为教育卓越的领导者。作为世界上最大的教育体系,经过几十年持续努力,中国成了全球教育改进的领头羊,并得到了许多发达国家的认可和赞赏。两位作者从公共政策的角度,对世纪之交以来中国教育改进的奇迹进行简要的梳理。本文以多维视角为理论框架,交互式分析中国教育政策的三个领域,即基础教育、教师教育和高等教育。作者认为,在多维视角的框架下,没有任何一种经济、政治、文化或全球因素被视为单一力量来影响中国或全球教育政策的改进。这意味着,任何教育公共政策的决策者、实施者和其他利益相关方都必须确保能够相对全面地考虑各种力量相互依存、相互融合的影响。本文为中国乃至全球的教育政策研究提供了不同的理论框架,也为后殖民时代教育改进的学习者-领导者的动态关系提供了新的研究视角。更多还原

【Abstract】 Recently China has miraculously transformed itself from a learner in the 20 th century to a rerising leader of educational excellence. The enduring policy endeavors over the past few decades have largely enabled China as the largest educational system in the world to move to a recently emerging status as a global leader of educational improvement. The two authors intend to offer a snapshot of the China miracle of educational development in terms of public policies since the turn of the 21 st century. With a multi-perspective approach,the authors argue that the different focus of perspectives and beyond can benefit policy communities in the world with varied directions for educational change resulting in significant improvement while none of them should be seen as a single force in solely shaping educational policy development without the convergence of other forces. It implies that any education policymakers,implementers and other stakeholders must ensure a comprehensive consideration of the interdependent,converging effects of these forces to prioritize and maximize their outcomes,which may be easily missed by any single force of them. The implications from this paper shed new light on policy studies in education in China and globally, and the learner-provider dynamism of educational development in a post-colonial context.更多还原