摘要
通过构建政策工具、政策要素和政策时间三维分析框架,运用内容分析法对46份随班就读相关政策文本进行量化分析,发现政策颁布主体较为集中,部门间联动性有待提高;随班就读配套制度与支持保障体系有待完善;随班就读相关政策要素中政策工具的使用具有差异性;政策工具的使用与政策要素的配置随着政策演变而变动。未来,政府应加强部门间协同合作,推动随班就读相关政策高效落实;完善随班就读配套制度,健全随班就读支持保障体系;灵活使用政策工具,实现政策工具组合最优化;均衡配置随班就读相关政策各要素,提升"家长工作"要素比例。
From the perspective of policy tools,this study constructs a three-dimensional analysis framework of policy instruments,policy elements and policy time,and makes a quantitative analysis of 46 texts of children with special needs learning in regular classrooms.The results show that the policy promulgators are relatively concentrated,and the linkage between departments needs to be improved;the supporting system of learning in regular classrooms needs to be improved;there are differences in policy tool use in the policy elements of learning in regular classrooms;the application of policy tools and the allocation of policy elements change with the evolution of policy.In the future,the government should strengthen cooperation between departments to promote the efficiency of the implementation of policies,make relevant regulations to improve the supporting system of learning in regular classrooms,make flexible use of policy tools to optimize their combination,and balance the allocation of policy elements and increase the proportion of"parent work".
作者
陈一飞
曾米岚
CHEN Yifei;ZENG Milan(School of Education,Liaoning Normal University,Dalian,116029)
出处
《中国特殊教育》
CSSCI
北大核心
2021年第9期10-18,共9页
Chinese Journal of Special Education
基金
辽宁省经济社会发展2021年度课题“自闭症儿童学前融合教育支持保障体系研究”(课题编号:2021lslqnkt-026)的阶段性研究成果之一。
关键词
随班就读
政策
政策工具
文本分析
learning in regular classrooms
policy
policy tools
text analysis
