新制度主义视角下西方发达国家中小学师德问责制的经验与启示——基于美、加、英、法、德的比较研究被引量：2

The Experience and Enlightenment of the Accountability for Teachers'Professional Ethics in Primary and Secondary Schools in Western Developed Countries from the Perspective——Based on Comparative Studies of the United States,Canada,the United Kingdom,France and Germany

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摘要问责制是规范教师师德行为的重要制度工具。新制度主义提供了从规制性、规范性和认知性三个维度分析制度与行为之间互动关系的解释工具。运用新制度主义的分析维度可以解释中小学师德问责制和中小学教师师德失范行为的相关关系。以美、加、英、法、德为代表的西方发达国家在中小学师德问责制建设方面积累了丰富经验,基于新制度主义视角,可以从规制性维度-法律法规、规范性维度-问责主体、认知性维度-问责制度体系三个方面,解构西方发达国家在中小学师德问责制建设方面的成功经验及其共性与差异。借鉴西方发达国家中小学师德问责制建设的成功经验,加速健全法律法规、构建全方位的多元问责主体、形成"准入-认证-评价-奖惩-救济"的问责制度体系是推动我国中小学师德问责制发展的关键。 The accountability is an important system tool for regulating teachers’ professional ethics behavior.New institutionalism provides an explanatory tool for analyzing the interaction between institutions and behaviors from the three dimensions of regulation, normativeness and cognition. Using the analytical dimension of the new institutionalism can explain the correlation between the accountability and the deviance behavior of teachers’ professional ethics in primary and secondary schools. Western developed countries represented by the United States, Canada, the United Kingdom, France and Germany have accumulated rich experience in the construction of the accountability for teachers’ professional ethics in primary and secondary schools. Through the analysis dimension provided by the new institutionalism, we can deconstruct the successful experience, similarities and differences of teachers’ professional ethics accountability in primary and secondary schools in western developed countries from three aspects: regulatory dimension-laws and regulations, normative dimension-accountability subject, cognitive dimension-accountability system. Learning from the successful experience of western developed countries’ primary and secondary school teachers’ professional ethics accountability construction, speeding up the improvement of laws and regulations, constructing all-round multiple accountability subjects, and forming an accountability system of "access-certification-evaluation-rewards and punishments-relief" are the keys to promote the development of teachers’ professional ethics accountability in primary and secondary school in China.

作者司林波乔花云 Si Linbo;Qiao Huayun(Northwest University,Xi'an 710127)

机构地区西北大学公共管理学院

出处《当代教育论坛》北大核心 2021年第6期25-33,共9页 forum on contemporary education

基金 2020年度国家社科基金教育学重点项目“促进教育治理能力提升的教育评价制度改革研究”(编号:AFA200009)的阶段性研究成果。

关键词中小学师德问责制新制度主义规制性维度规范性维度认知性维度 teachers’ professional ethics in primary and secondary schools accountability new institutionalism regulatory dimension normative dimension cognitive dimension

分类号 G635.1 [文化科学—教育学]