CAJ | 학술논문

教育局长是政府教育改革意志的执行者，也是地方教育改革的领导者、组织者或倡导者。教育局长参与教育改革的活动，遵循着某种独特的实践逻辑。具体而言，这种实践逻辑是非理性逻辑、空间逻辑、时间逻辑和利益逻辑。教育局长参与教育改革的实践逻辑有重要价值，即教育改革的效率可能比较高，推进速度比较快；教育改革的政策方案可能得到一定的反思和矫正；教育局长的改革积极性、主动性得到一定程度的发挥。同时，教育局长参与教育改革的实践逻辑也存在一定缺陷，即某些教育局长可能拒绝改革，或者消极应对改革；教育改革中的不合理乃至错误因素不能得到及时有效的反思和清理；教育改革实施过程推进过快，改革形式化、表面化，效果不佳。教育局长参与教育改革的实践逻辑，应该引起有关职能部门的高度重视。
교육국장시정부교육개혁의지적집행자，야시지방교육개혁적령도자、조직자혹창도자。교육국장삼여교육개혁적활동，준순착모충독특적실천라집。구체이언，저충실천라집시비이성라집、공간라집、시간라집화이익라집。교육국장삼여교육개혁적실천라집유중요개치，즉교육개혁적효솔가능비교고，추진속도비교쾌；교육개혁적정책방안가능득도일정적반사화교정；교육국장적개혁적겁성、주동성득도일정정도적발휘。동시，교육국장삼여교육개혁적실천라집야존재일정결함，즉모사교육국장가능거절개혁，혹자소겁응대개혁；교육개혁중적불합리내지착오인소불능득도급시유효적반사화청리；교육개혁실시과정추진과쾌，개혁형식화、표면화，효과불가。교육국장삼여교육개혁적실천라집，응해인기유관직능부문적고도중시。
The education director is not only the executor of the will of the government education reform, but also the leader, organizer or advocator of local education reform. The education director follows some sort of unique practice logic in education reform. Specifically, this practice logic is non-rational, spatial, temporal, and of interest. The education director＇s practice logic to participate in education reform is very important. The advantages of this practice logic are embodied in a relative higher efficiency and a faster advance of the education reform, the proposals for education reform will be reflected and corrected, and the initiative of education director will be stimulated. The disadvantages of this practice logic are embodied in that some education directors may refuse to reform, some unreasonable and incorrect factors will not be re-thought profoundly or eliminated timely, and the faster advance may make the reform formalized and ineffective. Therefore, the education director＇s practice logic to participate in education reform should be paid high attention by related functional departments.