美国K-12数字教材审查的政策工具组态路径研究-清华大学教育研究

文章信息/Info

Title:: A Con?gurational Study on Policy Instruments for Reviewing Digital Instructional Materials in US K-12 Education

Author(s):: ZHANG Huan-huan¹ GAO Yi-min²; 1. School of International Chinese Studies, Beijing Language and Culture University;2. Faculty of Education, Beijing Normal University

Keywords:: US K-12 digital instructional materials; review; policy instruments; grounded theory; fuzzy-set qualitative comparative analysis (fsQCA)

摘要:: 构建科学完备的数字教材审查政策体系是确保数字教材规范应用与高质量发展的关键制度保障。以美国51个州K-12阶段数字教材审查政策文本为研究对象，运用扎根理论编码识别政策工具类型，基于fsQCA方法勾勒出美国各州数字教材审查政策的四类组态路径——变革主导的能力赋能型、变革主导型、变革—能力协同型、命令—能力—象征协同型，深入探讨四类政策工具组合驱动数字教材审查高效性的多样化因果路径与作用机制。美国各州数字教材审查政策的高效实施通常依赖于制度变革与能力建设工具的深度协同，象征型政策工具可有效强化政策的社会共识，而命令型、能力建设型和象征型政策工具组合模式则适用于资源禀赋优越的州。未来，我国数字教材审查应在法律规制基础上，灵活配置多元政策工具，构建“中央统筹—地方适配—多方协同”的中国特色数字教材审查治理架构。

Abstract:: Constructing a scientifically rigorous policy framework for the review of digital instructional materials is crucial for ensuring their standardized application and high-quality development. This study employs grounded theory and fuzzy-set qualitative comparative analysis (fsQCA) to explore the con?gurational pathways of policy instruments used to review digital instructional materials across 51 US states. Four distinct configurational pathways were identified: change-driven capacity empowerment, change-driven, changecapacity synergy, and command-capacity-symbolic synergy. The results reveal that the effectiveness of digital instructional materials review policies generally relies on a deep synergy between system transformation instruments and capacity-building instruments. Symbolic policy instruments signi?cantly strengthen societal consensus on policy legitimacy, whereas the policy configuration centered on legal regulation, training guidance, and value guidance is more applicable to states with abundant resources. In the future, China should consider incorporating a diverse array of policy instruments grounded in legal regulations to construct a “central coordination—local adaptation—multi-stakeholder collaboration” governance structure for the review of digital instructional materials with Chinese characteristics.