我国创业教育政策的价值结构探析——基于政策文本分析的视角

创业教育政策是在特定的价值观和价值标准主导下形成的,这种特定的价值观和价值标准将对其实施效果产生重要影响。通过对相关文献梳理发现,国内对教育政策价值结构的主流观点是从实体价值和符号价值两方面对政策文本进行实证分析。实体价值包括经济、权力、知识、技术、福利,符号价值包括专有称谓、名誉、意识形态、规划目标。以此为基础,对2001年来国务院以及中央各部委颁布的一系列创业教育政策文本进行分析,并从实体价值和符号价值两方面揭示了中国创业教育政策价值结构。在实体价值中,对知识、经济、权力和技术价值的关注较多;在符号价值中,对规划目标关注最多;政府对创业教育政策的实体价值关注度远远高于符号价值;不同阶段的创业教育政策价值呈现出不同的结构特征。最后提出对策建议:适度保持或强化政策实体价值,发挥政府主管部门的行政推动和保障作用;适当加强对符号价值的关注,促进创业教育政策的专业化发展;加强创业教育课程建设,培育创业教育师资;鼓励利益相关者参与创业教育,建立适合创业教育发展需求的支持体系;在不同层次,不同类型教育中开展创业教育,并建立各种教育有机衔接的创业教育体系。

Analysis of Value Structure of EntrepreneurshipEducation Policy in China--Based on policy texts analysis perspective

Entrepreneurship education policy is formed in particular value and standard and this valueand standard have an important impact on its effectiveness. According to analysis of research information, itis found that the integral value of entrepreneurship education policy includes physical value and symbolicvalue. Physical value includes economy, authority, knowledge, technical, welfare; and symbolic valueincludes proprietary title, reputation, ideology, planning objectives, and so on. According to the text of Chinaentrepreneurship education policy documents from 2001, conclusion is drawn from physical value andsymbolic value： in physical value of entrepreneurship education policy, it concerns more on knowledge,economy, power and technology than others; in symbolic value entrepreneurship education policy, it gives themost attention to planning target; government pays more attention to physical value than symbolic value;policy values shows different structural characteristics in different stages. Finally, suggestions include fivepoints. Firstly, the physical value should be maintained or enhanced, and the government departments shouldplay the role of functions in promotion and protection. Secondly, more attention should be paid to thesymbolic value to promote the specialization of entrepreneurship policy. Thirdly, people should developentrepreneurship curriculum and cultivate teachers of entrepreneurship education. Fourthly, people shouldencourage the stakeholders to take part in entrepreneurship education, and construct the supporting systemthat adapts to the need of entrepreneurship education development. Lastly, people should holdentrepreneurship education in different levels and different types of education, and people should constructthe system of entrepreneurship education on different education.