【作者】 高庆蓬；

【导师】 杨颖秀；

【作者基本信息】 东北师范大学 ， 教育学原理， 2008， 博士

【摘要】 教育政策评估是政策动态运行的不可缺少的环节,只有通过政策评估,才能对政策目标是否达成、政策是否应该继续执行、修改或终结作出正确判断。我国社会正处于具有重要发展意义的社会转型期,教育政策需要根据社会政治经济文化的发展和教育的发展变化,及时进行调整,以有效引领和指导教育改革和发展。教育政策调整的主要依据是教育政策评估。目前,我国教育政策评估还不规范、不完善,没有相应的制度保障,不能适应教育政策调整和创新的要求,科学化水平亟待提高。针对教育政策评估研究滞后的状况,本文系统探讨了教育政策评估的基本理论问题,为教育政策评估实践提供规范的理论指导。为了较好地体现教育政策评估的系统性和整体性,本文按研究内容的逻辑关系对教育政策评估领域的重要问题进行了归类,共分七章。第一章“教育政策评估的概念诠释”,解决教育政策评估是什么的问题,这是本文的研究起点,是后续部分的理论基础。教育政策是公共权力机构依据特定时期的目标,通过增进和分配教育利益的过程中所制定的行为准则和显示的价值导向,以促进教育事业发展,实现人的全面发展为目的的公共政策。而根据一定的标准和程序,采用特定的方法,对教育政策的质量和结果进行的价值判断活动,就是教育政策评估,它具有鲜明的价值性。第二章“教育政策评估的功能及限度”,解决为什么评估的问题。教育政策作为教育利益的权威性分配,直接影响着公民受教育权利的保障,对其进行评估是提高教育政策效果的必要环节。教育政策评估具有提升教育政策质量、决定教育政策去向、合理分配教育资源、强化教育行政责任、提供教育政策信息、丰富教育政策知识的功能。当然,教育政策评估的功能是有限度的,这种限度既与外部政策评估制度有关,也受教育政策本身所带有的那些内在限制性因素的制约。第三章“教育政策评估的主体审视”,解决谁来评估的问题。教育政策评估主体在整个评估活动中处于核心地位,发挥着主导性作用。本文对教育政策评估主体进行了分类,分析了各类评估主体的优势与局限。评估主体要科学评估教育政策,充分体现自身的价值,就要致力于全面提升自身素质。当前,我国教育政策评估以政府主导评估为主,社会评估较为薄弱,应优化教育政策评估主体结构,加强评估主体的社会责任感,提升教育政策评估的科学水平。第四章“教育政策评估的标准省思”、第五章“教育政策评估指标体系构建”,这两章是解决政策评估的内容问题,即评估什么。教育政策评估标准和指标是评估的基本依据。评估标准是对教育政策价值标准的反映,具有历史性。本文提出我国现阶段教育政策评估的价值基础是教育利益、教育公平和教育自主。教育政策评估标准要有利于教育政策增进教育利益、公平分配教育利益以及个体自主追求和实现教育利益。第六章“教育政策评估的过程剖释”,解决如何进行评估的问题。从评估的筹划、评估的运作、评估的反馈三个环节,探讨和构建教育政策评估的基本流程,对各个流程的具体操作进行了阐释和归理,为实际教育政策评估提供一个相对规范的实施程序。第七章“教育政策评估的个案分析和问题探究”,是教育政策评估的具体应用。分别对《义务教育法》实施20年的效益和浙江省长兴县职业教育政策执行进行了评估。探讨了高校本科教学评估主体的缺陷及优化对策,阐述了转型期我国教育政策评估模式的选择问题。更多还原

【Abstract】 Educational-policy evaluation is an indispensable link for Policy dynamic movement, and only through the policy evaluation, can we make right judgment on whether the policy objectives have been reached, and whether policies should be implemented further, modified or terminated. Our social development is now facing an important and significant period of social transformation. Therefore, our educational policies need to be changed according to the political, economical and cultural development as well as the development of education timely, in order to lead and guide the education reform and development effectively. The main basis of Education policy adjustment is educational-policy evaluation. Nowadays, China’s educational-policy evaluation has not still perfect and proposal standards, which is not be fit for the demands of the education policy adjustment and innovation. Meanwhile, the scientific levels of it also need to be improved without any delay. Because of the actual situation of evaluation studies’ lagging behind the reforms of the education system, some basic questions about educational-policy evaluation will be systematically discussed in this paper in order provide a theoretical guidance for the educational-policy evaluation.In order to better reflect the systematic characters of the educational-policy evaluation, the paper divides the important issues in the field of educational-policy evaluation into seven chapters according to the logical relationship of research.Chapter I is about "the concept interpretation of educational-policy evaluation "and it is about what is the educational-policy evaluation, which is the starting point of this paper and the base of the following parts. Education policy is the goal based on the public authorities in a specified period, the education cause can be improved and the public policies aiming at human beings’ whole development can also be realized by means of using the standards of conduct and the value guidance, which have been made in the process of promoting and distributing the interests of education. As for the definition of educational-policy evaluation, we can express in this way: it is a value-judging activity about the quality and results of educational policy by using specific means, some standard and a certain progress.Chapter II is about " the functions and limits of educational-policy evaluation”, which deals with the question why we carry on the evaluation. As for the authority assignment of the education interests, education policy as an educational has a direct impact on the safeguard of citizens’ rights to receive education. So it is a necessary link to carry on this kind of evaluation in order to improve the quality of educational policies. It has many functions, such as improving the quality of educational policies, pointing out the direction of educational policies’ development, distributing educational recourse reasonably, strengthening educational administration responsibility, providing information of educational policies and fertilizing the knowledge of educational policies. Of course, its functions are limited, which has something important to do with external policy evaluation system. At the same time, it is also influenced by the intrinsic restrictive factors of educational policies themselves.Chapter III is about "The principal body of education policy assessment" that is to say, who will solve the assessment problems. Principal body for the educational-policy evaluation is at the core position and plays a leading role in the entire assessment activities .This paper makes classification on the principal body, and analysis the superiorities and inferiorities of various types of the body. If the principal body of assessment want to assess the educational policies scientifically and fully reflect the value of its own, it must try its own best to improve itself fully. At present, China’s educational-policy evaluation is mainly government-led assessment, the social assessment is relatively weak, so the structure of the body policy assessment should be improved, and the sense of responsibility of the body social responsibility should also be strengthened, in order to improve the scientific level of it.Chapter IV“the criteria reflection on educational-policy evaluation " and Chapter V " the index system building of educational-policy evaluation ".These two chapters are both about how to assess the contents of educational policies , that is, what to be assessed. The criterion and indicators of Educational-policy evaluation are the basis of assessment. The criterion of the educational policy evaluation reflects the values of educational policies, which is historic. Interest of education, equality of education and independence of education are the common value foundations of educational-policy evaluation at present referred in this paper. The criterion of educational-policy evaluation should be conducive to the promotion of education interests of the education policy, as well as equitable distribution of education interests and the pursuit of individual self interest in education.Chapter VI " The Process Analysis of the assessment of educational policy evaluation”, in other words, how to assess. From the three links of planning, operation and feedback of it, this paper discuss and build the basic process of education policy assessment, and then explain and analysis each procedure, in order to provide a relatively standardized implementation of procedure of it.Chapter VII "The case study and issue research of educational policy evaluation," it is the practical application of it. This paper assesses the 20-year-implemented "Compulsory Education Law" and the effectiveness of the policy about vocational education conducted in Changxing County,Zhejiang Province. The defects and optimization of the undergraduate teaching evaluation is discussed in this paper, and it also presents how to choose the education policy evaluation model during the period of social transition in China。更多还原