摘要
教育政策主体是任何教育政策得以开展的条件和目的,也是必要条件,教育政策主体是教育政策活动的灵魂。自20世纪90年代至今,学界先后提出了教育政策"单一主体说"、"三分法主体说"和"四分法主体说",随着概念内涵讨论和研究的不断深入,教育政策主体分类也逐渐明朗和科学,促进了教育政策的研究进展。教育政策主体分类的新"四分法主体说"包括制定主体、实施主体、对象主体和评价主体四类。教育政策主体之间的关系和矛盾往往体现在各政策主体之间主体性价值的关系和矛盾上。教育政策主体分类具有层级性和交叉性特征,教育政策主体性价值存在差异性和多元性特征.
The educational policy subjects are the condition and goal of implementing any educational policy, and also the necessary condition. The educational policy subjects are the soul of educational policy. Since the 1990 s, scholars have proposed educational policies of＂Single Subject Theory＂,＂Three Subjects Theory＂and＂Four Subjects Theory＂. With the deepening of concept discussion and research, classification of educational policy subjects is becoming increasingly clear and scientific, promoting the progress of educational policy study. We support ＂Four Subjects Theory＂including the policymaking subject, the executive subject, the object and the evaluation subject. The relationships and contradictions of subjects embody the subjectivity value among the subjects. The classification of educational policy subjects has the hierarchical and overlapping characteristics. And educational policy subjectivity value has such characteristics as difference and diversity.
出处
《教育理论与实践》
CSSCI
北大核心
2015年第4期27-30,共4页
Theory and Practice of Education
基金
江西省高校人文社会科学项目<地方高校校院两级管理模式下二级学院管理运行研究>(项目编号:GL1304)的阶段性研究成果
作者简介
谭诤（1972-），男，湖南洞口人，赣南师范学院教育科学学院讲师、教育学博士，主要从事教育管理与评价研究。
