价值与阻力:我国课外补习机构的发展阶段与治理路径
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摘要
我国课外补习机构的发展分为私人化和市场化两个阶段,与之相应的治理进展分为侦查、准备和主攻阶段。在明确课外补习机构价值的基础上,从规范的治理观出发,结合课外补习机构涉及的各利益主体的诉求,归纳我国课外补习机构的社会经济和教育价值以及治理阻力。各级政府应全面认识课外补习机构治理的持续性,有序推进治理措施,树立以课外补习机构价值为基础,以规范为导向的治理观;建立各利益主体间长效沟通机制,协同多部门联动治理、明确课外补习机构治理主体;建立负面清单治理模式,逐步实现课外补习机构治理目的。
The development of extra-curricular tutoring institutions can be divided into two stages:privatization and marketization, and the corresponding governance progress can be divided into investigation,preparation and main stage. On the basis of defining the value of extracurricular tutoring institutions, starting from the normative concept of governance,combining with the demands of various stakeholders involved in extracurricular tutoring institutions, this paper summarizes the social and economic value and educational value of extracurricular tutoring institutions in China and the governance resistance. Governments at all levels should fully understand the sustainability of the governance of extracurricular tutoring institutions, promote the governance measures in an orderly manner, establish a value-based extracurricular tutoring institutions, standardize-oriented governance concept, establish a long-term communication mechanism among various stakeholders, coordinate with multiple departments, clarify the governance subject of extracurricular tutoring institutions, and establish a negative list governance model to gradually realize the governance of extracurricular tutoring institutions.
The development of extra-curricular tutoring institutions can be divided into two stages:privatization and marketization, and the corresponding governance progress can be divided into investigation,preparation and main stage. On the basis of defining the value of extracurricular tutoring institutions, starting from the normative concept of governance,combining with the demands of various stakeholders involved in extracurricular tutoring institutions, this paper summarizes the social and economic value and educational value of extracurricular tutoring institutions in China and the governance resistance. Governments at all levels should fully understand the sustainability of the governance of extracurricular tutoring institutions, promote the governance measures in an orderly manner, establish a value-based extracurricular tutoring institutions, standardize-oriented governance concept, establish a long-term communication mechanism among various stakeholders, coordinate with multiple departments, clarify the governance subject of extracurricular tutoring institutions, and establish a negative list governance model to gradually realize the governance of extracurricular tutoring institutions.
引文
[1]丁亚东,薛海平.在职教师与学校影子教育获得的博弈论分析[J].当代教育论坛,2017(2):35-41.
[2]丁亚东,薛海平.义务教育学生参加课外补习对学习态度的影响研究[J].当代教育论坛,2016(2):50-56.
[3]中国教育报品论员.新时代要有新气象新作为——一论学习贯彻党的十九大精神[N].中国教育报,2017-11-1(1).
[4]王亚楠.一路走来[N].北京晚报,2012-12-26(2).
[5]丁亚东,刘积亮,薛海平.在职教师参与课外补习的政策模式分析[J].上海教育科研,2016(6):41-45.
[6]李佳丽,胡咏梅.谁从影子教育中获益?——兼论影子教育对教育结果均等化的影响[J].教育与经济,2017(2):51-61.
[7]Tansel A,Bircan Bodur F.Private Supplementary Tutoring in Turkey Recent Evidence on Its Various Aspects[J].Available at SSRN1122804,2008(4):120-122.
[8]Byun,S.Y.Shadow Education and Academic Successin Republic of Korea.In Korean Education in Changing Economic and Demographic Context[M].Springer Singapore,2014:39-58.
[9]Smyth E.The More,the Better?Intensity of Involvement in Private Tuition and Examination Performance[J].Educational Research and Evaluation,2008,(5):465-476.
[10]Ryu D,Kang C.Do Private Tutoring Expenditures Raise Academic Performance?Evidence from Middle School Students in South Korea[J].Asian Economic Journal,2013,(1):59-83.
[11]Guill K,Bos W.Effectiveness of Private Tutoring in Mathematics with Regard to Subjective and Objective Indicators of Academic Achievement:Evidence from a German Secondary School Sample[J].Journal for Educational Research Online,2014,(1):34.
[12]Lee J T,Kim Y B,Yoon C H.The Effects of Pre-class Tutor-ing on Student Achievement:Challenges and Implications for Public Education in Korea[J].KEDI Journal of Educational Policy,2004,(1):25-42.
[13]孙伯龙.我国校外培训机构的市场准入管制转型:理论与路径[J].教育学报,2018(4):56-65.
[14]徐小洲,辛越优,倪好.论经济转型升级背景下我国高等教育结构改革[J].教育研究,2017(8):64-71.
[15]李奕.参与教育供给侧改革,促进教育结构性变革[J].中国远程教育,2018(9):9-10.
(1)该数据来源于中国教育学会2016年12月27日发布的《中国辅导教育行业及辅导机构教师现状调查报告》。
[2]丁亚东,薛海平.义务教育学生参加课外补习对学习态度的影响研究[J].当代教育论坛,2016(2):50-56.
[3]中国教育报品论员.新时代要有新气象新作为——一论学习贯彻党的十九大精神[N].中国教育报,2017-11-1(1).
[4]王亚楠.一路走来[N].北京晚报,2012-12-26(2).
[5]丁亚东,刘积亮,薛海平.在职教师参与课外补习的政策模式分析[J].上海教育科研,2016(6):41-45.
[6]李佳丽,胡咏梅.谁从影子教育中获益?——兼论影子教育对教育结果均等化的影响[J].教育与经济,2017(2):51-61.
[7]Tansel A,Bircan Bodur F.Private Supplementary Tutoring in Turkey Recent Evidence on Its Various Aspects[J].Available at SSRN1122804,2008(4):120-122.
[8]Byun,S.Y.Shadow Education and Academic Successin Republic of Korea.In Korean Education in Changing Economic and Demographic Context[M].Springer Singapore,2014:39-58.
[9]Smyth E.The More,the Better?Intensity of Involvement in Private Tuition and Examination Performance[J].Educational Research and Evaluation,2008,(5):465-476.
[10]Ryu D,Kang C.Do Private Tutoring Expenditures Raise Academic Performance?Evidence from Middle School Students in South Korea[J].Asian Economic Journal,2013,(1):59-83.
[11]Guill K,Bos W.Effectiveness of Private Tutoring in Mathematics with Regard to Subjective and Objective Indicators of Academic Achievement:Evidence from a German Secondary School Sample[J].Journal for Educational Research Online,2014,(1):34.
[12]Lee J T,Kim Y B,Yoon C H.The Effects of Pre-class Tutor-ing on Student Achievement:Challenges and Implications for Public Education in Korea[J].KEDI Journal of Educational Policy,2004,(1):25-42.
[13]孙伯龙.我国校外培训机构的市场准入管制转型:理论与路径[J].教育学报,2018(4):56-65.
[14]徐小洲,辛越优,倪好.论经济转型升级背景下我国高等教育结构改革[J].教育研究,2017(8):64-71.
[15]李奕.参与教育供给侧改革,促进教育结构性变革[J].中国远程教育,2018(9):9-10.
(1)该数据来源于中国教育学会2016年12月27日发布的《中国辅导教育行业及辅导机构教师现状调查报告》。