华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2019, Vol. 37 ›› Issue (6): 131-136.doi: 10.16382/j.cnki.1000-5560.2019.06.012

• 教育法治 • 上一篇    下一篇

隐念与执行者:教育政策执行研究新进路

朱洪洋   

  1. 南京师范大学教育科学学院, 南京 210097
  • 出版日期:2019-06-25 发布日期:2019-11-22
  • 基金资助:
    国家留学基金委员会中国人民大学-哈佛大学联合培养博士研究生项目（201606360178）。

Alief and Implementer: A New Approach to Education Policy Implementation Research

Zhu Hongyang   

  1. School of Education Science, Nanjing Normal University, Nanjing 210097, China
  • Online:2019-06-25 Published:2019-11-22

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摘要： 隐念是近年来哲学和认知科学领域的前沿研究对象，是一种具象性、情感性和行为性联结的心理状态。现有的教育政策执行研究中，对政策执行者个体的研究基于"信念-执行"和"欲求-执行"两种假设，当分析政策执行者在具体情境中的执行行为时，二者都在解释效力方面存在问题。教育政策执行有赖于执行者个体在具体教育情境中的执行。对隐念理论的引介，为教育政策执行研究提供了"隐念-执行"这一新的执行者假设，对基于此的政策执行者R-A-B分析框架的初步探索为教育政策执行研究提供了一条新进路。

关键词: 隐念, 教育政策, 政策执行, 教育政策执行

Abstract: Alief has been the frontier research subject in the field of philosophy and cognitive science in recent years. It is a mental state with associatively-linked content that is representational, affective and behavioral. In the existing study of education policy implementation, the study of individual implementer is based on the assumptions of belief-implementation and desire-implementation, but the effectiveness of these studies is questionable when they are used to analyze the behavior of policy implementers in specific situations. The implementation of education policies depends on the implementation of individual implementers in the specific educational situation. The introduction of alief provides a new assumption of alief-implementation for the study of education policy implementation. The preliminary exploration of the R-A-B analysis model based on the alief theory provides a new approach to the study of education policy implementation.

Key words: alief, education policy, policy implementation, education policy implementation