CAJ | 학술논문

进入21世纪，俄罗斯教育政策的形成、实施和评价机制已初具规模。其形成采用自上而下的路径，具有渐进性和延续性。实施过程中坚持先小范围实验，后大面积推广、原则性和灵活性相统一、联邦中央和地方主体共同承担费用等原则。政策的评价采用目标达成模式，以官方评价为主导。虽然俄罗斯教育政策形成、实施及评价机制存在利益团体参与少、执行低效、评价机制不完整等问题，但俄罗斯政府正努力促使其向科学、民主和高效发展。
진입21세기，아라사교육정책적형성、실시화평개궤제이초구규모。기형성채용자상이하적로경，구유점진성화연속성。실시과정중견지선소범위실험，후대면적추엄、원칙성화령활성상통일、련방중앙화지방주체공동승담비용등원칙。정책적평개채용목표체성모식，이관방평개위주도。수연아라사교육정책형성、실시급평개궤제존재이익단체삼여소、집행저효、평개궤제불완정등문제，단아라사정부정노력촉사기향과학、민주화고효발전。
In the initial of 21 century, the mechanism of Russian education policy has been set with its formation, implementation and evaluation. The formation runs along the top-down routine, showing the policy’s progressive and continuity. The process of its implementation, which is pushed by the strategy of trying in small-scale experiments then, promoting broadly, insists on the unit of principle and lfexibility, and the education cost is burdened by both the federal government and the local. The evaluation on the policy is leaded by the official according to the model of target-achievement. On the mechanism of the Russian education policy, there are issues of less participating of interest group, lower efifciency of implementation and incomplete evaluation, nevertheless, the Russian federal government are striving for its scientiifc, democratic and highly efifcient future.