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SHAO Zebin. How to Treat the Inherent Defects in Education Policy[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 101-109+157. doi: 10.16382/j.cnki.1000-5560.2018.02.011
Citation:
SHAO Zebin. How to Treat the Inherent Defects in Education Policy[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 101-109+157. doi: 10.16382/j.cnki.1000-5560.2018.02.011
SHAO Zebin. How to Treat the Inherent Defects in Education Policy[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 101-109+157. doi: 10.16382/j.cnki.1000-5560.2018.02.011
Citation:
SHAO Zebin. How to Treat the Inherent Defects in Education Policy[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 101-109+157. doi: 10.16382/j.cnki.1000-5560.2018.02.011
There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way.