国家重大教育政策是执政党和国家对一定时期的教育改革的深层问题、关键环节及发展方向的宏观决策。近几年, 我国重大教育政策集中于发展战略、重大改革、民生关切、国际竞争、意识形态、国家安全六大主题。在地方推进的过程中出现了一些困境, 包括同一主题的改革政策周期性地出台, “老大难”问题却难以真正落实解决; 改革本身的性质使得新问题不断涌现, 加剧了局面的复杂性; 以及出于对社会具体问题的不断适应, 部分政策陷入“左”与“右”钟摆的怪圈, 概括为“悬而未决”、“拖泥带水”、“来回钟摆”三大问题。究其根源是政策推进的国家逻辑过益和地方逻辑失声的双重问题。为此, 我国重大教育政策在推进过程中要实现从国家逻辑向地方逻辑的转换, 应当以形成地方话语为基础, 扩展地方推进的政策空间, 贯彻国家统筹下的政策试验机制, 扩大公众的政策参与度, 寻求政策推进的多方位支持。

The major national policy is the macro decision of the policy party and the country on the deepseated problems, key links and development directions of the education reform. during a certain period of time. In recent years, major national education policies have focused on six major themes: development strategy, major reforms, people􀆳s livelihood concerns, international competition, ideology, and national security. In the process of local advancement, there have been some difficulties in the process of local promotion, including the periodic introduction of reform. policies on the same theme, but the difficulty in truly implementing and solving the “old big difficult” problems; The nature of reform. itself has led to the emergence of new problems, exacerbating the complexity of the situation. And due to the continuous adaptation to specific social issues, some policies have fallen into a vicious cycle of “left” and “right” swings, summarized as three major problems: “unresolved”, “sloppy” and “pendulum back and forth”. The root cause lies in the dual problem of excessive national logic in policy promotion and the loss of local logic. For this reason, in order to realize the transition from national logic to local logic in the promotion of major national education policies, it should be based on the formation of local discourse, expand the policy space for local promotion, implement the policy experiment mechanism under national coordination, and expand policy participation, seek multi-faceted support for policy advancement.