摘要 运用多源流理论的分析框架,对我国教师教育惩戒权政策议程的内在机理进行系统分析。研究发现:多组数据作为教师教育惩戒权困境的客观陈述,通过系列焦点事件积蓄舆论张力并借助已实施政策的反思反馈加速教师教育惩戒权问题流的形成;政府部门的高度重视、人大代表和专家学者的建言献策汇聚成政策流;办好人民满意的教育、依法治国及依法治教、国民情绪的"催化"等构成政治流。三大源流在政策企业家的积极推动、相关政策的"外溢效应"和其他国家立法借鉴的助力下"合奏"实现耦合,政策之窗得以开启。同时也验证了该理论在中国情景下的适用性,创新性地对其进行了修正,以期对政策研究有所裨益。 based on the analysis framework of multi-source theory, this paper systematically analyzes the internal mechanism of the policy agenda of teacher education disciplinary power in China. It is found that: as an objective statement of the dilemma of teacher’s right to discipline education, many groups of data accumulate the tension of public opinion through a series of focus events and accelerate the formation of the problem flow of teacher’s right to discipline through the reflection and feedback of implemented policies;the high attention of government, and the suggestions of NPC deputies, experts and scholars converge into a policy flow;and the "catalysis" of running a satisfactory education for the people, governing the country according to law and governing education according to law and national sentiment constitute the political flow. With the help of the policy entrepreneur’s active promotion, the "spillover effect" of the related policy and the reference of other countries’ legislation, the "ensemble" realizes the coupling, and the policy window is opened. At the same time, the applicability of the theory in the Chinese context was verified, and it was revised innovatively in order to benefit the policy research.
机构地区 山西师范大学
出处 《黑龙江高教研究》 北大核心 2021年第4期36-41,共6页 Heilongjiang Researches on Higher Education
基金 山西师范大学研究生创新项目“生源流失下农村学校发展的困境及解答”(编号:2020XSY001)。
关键词 教育惩戒权 《教师法》修订 政策议程 多源流理论 right to education and discipline revision of teacher law policy agenda multi-source theory
