【作者】 金晶；

【导师】 毛绪朋；

【作者基本信息】 华东理工大学 ， 社会学， 2025， 硕士

【摘要】 送教上门作为义务教育阶段里的一种特殊的教育安置形式,其目的是保障确实无法到校学习的重度或多重残疾儿童受教育权利,确保这些儿童能够接受义务教育,享有受教育的机会。但是,在送教上门实践中却出现了专业性偏离的现象。本研究在史密斯政策执行模型与街头官僚理论的指导下研究送教实践中的专业性偏离现象,以执行机构为核心,理解送教教师作为基层执行人员,其送教实践如何受到非理想化政策、与目标群众之间的互动以及环境因素的影响。运用质性的研究方法,对上海市不同区特殊教育单位从事送教上门工作的20名教师进行资料收集,目的是了解送教上门过程中送教教师自由裁量下的行动,以及对政策执行的影响,通过分析政策执行过程各要素之间的相互作用来探究送教教师专业实践出现偏离现象的形成机制。研究发现,在实际送教的过程中,出现服务对象扩大、送教人员组成单一、基础教育与补充服务内容失衡、送教形式无法完全代替学校教育的专业性偏离现象。送教教师与送教政策之间存在脱节,表现为政策不清,这里的政策不清包含政策本身存在不清楚之处与送教教师对相关政策不清楚的双重不清。送教教师与送教对象之间存在互动不畅,送教教师面对互动受阻,化被动为主动,调整行动策略,主动链接资源,形成专业认同。送教教师和环境因素之间存在制约关系,主要是环境对教师的制约,包括规范、情境和资源三个方面。这些执行要素之间还存在着作用关系,政策不清引发了执行者与服务对象之间的互动受阻,而环境制约进一步阻碍互动的有效性,同时加深政策不清的问题。送教教师与政策、对象、环境的不一致,以及这些关系之间的相互作用,共同塑造并加剧了专业性偏离的现象。在此基础上提出实践层面专业性回归的建议,以期提高送教服务的质量,切实保证残疾儿童的教育公平。更多还原

【Abstract】 The purpose of homebound instruction is to guarantee the right to education of children with severe or multiple disabilities who are genuinely unable to attend school,and to ensure that these children have access to compulsory education and the opportunity to receive it.However,professional deviation has occurred in the practice of homebound instruction.This study examines the phenomenon of professional deviation in the practice of homebound instruction under the guidance of Smith’s Policy Implementation Model and Street Bureaucratic Theory,which focuses on implementing agencies,to understand how the practice of homebound instruction by teachers,as direct executives,is affected by non-idealized policies,interactions with the target population,and environmental factors.Using qualitative research methods,data were collected from 20 teachers engaged in homebound instruction in special education units in different districts of Shanghai,with the aim of understanding the actions of teachers under their discretionary power in the process of homebound instruction and the impact on the implementation of the policy,and exploring the formation mechanism of the deviation phenomenon in the professional practice of teachers by analyzing the interactions between the elements of the policy implementation process.The study found that in the actual process of homebound instruction,the professional deviation phenomenon of expanding service targets,single composition of teachers,imbalance between the contents of basic education and extra services,and the inability of the form of homebound instruction to fully replace school education.There is a disconnect between teachers and the policy of homebound instruction,which is manifested in the lack of clarity of the policy,which consists of both the lack of clarity of the policy itself and the lack of clarity of the policy on the part of the teachers.There is a lack of interaction between the teacher and the target group.The teacher,faced with the obstacles to interaction,turned passivity into initiative,adjusted his action strategy,took the initiative to link resources,and formed a professional identity.There is a constraint relationship between the teacher and the environmental factors,mainly the constraints of the environment on the teacher,including three aspects of norms,context,and resources.There is also a role relationship between these implementation elements,with unclear policies triggering blocked interactions between implementers and service recipients,and environmental constraints further hindering the effectiveness of interactions while deepening the problem of unclear policies.The incoherence of the teacher with policy,clientele,and environment,and the interplay between these relationships,combine to shape and exacerbate professional deviation.On this basis,recommendations are made for the return of professionalism at the practice level,with a view to improving the quality of the homebound instruction service and effectively ensuring educational equity for children with disabilities.更多还原