中国“双一流”政策文本量化分析
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摘要
随着中国"双一流"建设的深入推进,对"双一流"政策进行深入研究具有重要的理论和现实意义。因此,文章选取1993-2017年共71份"双一流"政策文本,从政策数量、发布时间、发布部门、政策类别等四个方面进行宏观和整体分析。研究表明,"双一流"政策支持力度再加大,政策数量总体上具有间断均衡性;形成中共中央、国务院发起,教育部、财政部、发改委等多部门协同推进的政策制定模式;政策演进过程中表现出较为明显的探索和学习特征。
With the further development of China's "dual first-class" construction,it is of great theoretical and practical significance to in-depth study on the "dual first-class"policy.Totally 71 copies of "dual first-class"policy texts were selected from1993 to 2017 to describe a macro and overall analysis in terms of the number of policies,publishing time,publishing department and the categories of policies.The research shows that the "dual first-class" policy support,policy number is generally in a state of intermittent equilibrium.The pattern is formed that policy making is usually proposed by CPC Central Committee and the State Council and then synergistic promoted by many departments such as Ministry of Education,the Ministry of Finance,the National Development and Reform Commission,etc.There are obvious characteristics of exploration and learning during the process of policy evolution.
With the further development of China's "dual first-class" construction,it is of great theoretical and practical significance to in-depth study on the "dual first-class"policy.Totally 71 copies of "dual first-class"policy texts were selected from1993 to 2017 to describe a macro and overall analysis in terms of the number of policies,publishing time,publishing department and the categories of policies.The research shows that the "dual first-class" policy support,policy number is generally in a state of intermittent equilibrium.The pattern is formed that policy making is usually proposed by CPC Central Committee and the State Council and then synergistic promoted by many departments such as Ministry of Education,the Ministry of Finance,the National Development and Reform Commission,etc.There are obvious characteristics of exploration and learning during the process of policy evolution.
引文
[1]陈学飞.本土化·理论化·经验化——评《中国教育政策过程本土化研究》[J].大学教育科学,2017(5):40.
[2]徐小洲.基于经验实证研究的本土化理论建构[J].教育发展研究,2017(3):38.
[3]翟雪辰,王建华.我国高等教育重点建设政策的演变与启示[J].当代教育科学,2017(7):73.
[4]张端鸿.“双一流”:新时期我国院校重点建设政策的延续与调适[J].教育发展研究,2016(23):68.
[5]陈学飞.理想导向型的政策制定——“985工程”政策过程分析[J].北京大学教育评论,2006(1):146.
[6]康宁,张其龙,苏慧斌.“985工程”转型与“双一流方案”诞生的历史逻辑[J].清华大学教育研究,2016(5):15.
[7]童顺平.必要的激励:世界一流大学建设配套政策的理性选择——基于激励契约理论的视角[J].现代教育管理,2017(3):30.
[8]褚照锋.地方政府推进一流大学与一流学科建设的策略与反思——基于24个地区“双一流”政策文本的分析[J].中国高教研究,2017(8):50.
[9]习勇生.“双一流”建设中地方政府的注意力配置——基于30项省域政策文本的NVivo软件分析[J].教育发展研究,2017(21):38.
[10]刘宝存,张伟.国际比较视野下的创建世界一流大学政策研究[J].比较教育研究,2016(6):6.
[11]包水梅,常乔丽.香港建设世界一流大学之政策研究[J].国家教育行政学院学报,2017(1):83.
[2]徐小洲.基于经验实证研究的本土化理论建构[J].教育发展研究,2017(3):38.
[3]翟雪辰,王建华.我国高等教育重点建设政策的演变与启示[J].当代教育科学,2017(7):73.
[4]张端鸿.“双一流”:新时期我国院校重点建设政策的延续与调适[J].教育发展研究,2016(23):68.
[5]陈学飞.理想导向型的政策制定——“985工程”政策过程分析[J].北京大学教育评论,2006(1):146.
[6]康宁,张其龙,苏慧斌.“985工程”转型与“双一流方案”诞生的历史逻辑[J].清华大学教育研究,2016(5):15.
[7]童顺平.必要的激励:世界一流大学建设配套政策的理性选择——基于激励契约理论的视角[J].现代教育管理,2017(3):30.
[8]褚照锋.地方政府推进一流大学与一流学科建设的策略与反思——基于24个地区“双一流”政策文本的分析[J].中国高教研究,2017(8):50.
[9]习勇生.“双一流”建设中地方政府的注意力配置——基于30项省域政策文本的NVivo软件分析[J].教育发展研究,2017(21):38.
[10]刘宝存,张伟.国际比较视野下的创建世界一流大学政策研究[J].比较教育研究,2016(6):6.
[11]包水梅,常乔丽.香港建设世界一流大学之政策研究[J].国家教育行政学院学报,2017(1):83.