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基于LDA主题建模的教师队伍建设改革政策文本分析

杜燕萍   

  1. 浙江大学教育学院, 杭州 310058;杭州师范大学教育学院, 杭州 311121
  • 收稿日期:2022-01-06 修回日期:2022-03-26 发布日期:2022-07-29
  • 基金资助:
    浙江省哲学社会规划项目(19NDJC065YB)资助课题.

杜燕萍. 基于LDA主题建模的教师队伍建设改革政策文本分析[J]. 系统科学与数学, 2022, 42(6): 1411-1422.

DU Yanping. Text Analysis on the Reform Policy of Teachers Construction in the New ERA-Based on LDA Modeling Analysis[J]. Journal of Systems Science and Mathematical Sciences, 2022, 42(6): 1411-1422.

Text Analysis on the Reform Policy of Teachers Construction in the New ERA-Based on LDA Modeling Analysis

DU Yanping   

  1. School of Education, Zhejiang University, Hangzhou 310058
  • Received:2022-01-06 Revised:2022-03-26 Published:2022-07-29
文章引入LDA主题建模分析法,从政策工具视角对27个省直辖市区"关于全面深化新时代教师队伍建设改革的意见"政策文本的进行深入的内容挖掘.首先,通过LDA挖掘出政策文本的三大主题,并分析政策工具的使用状况.其次,对挖掘出的政策主题进行区域差异分析.最后,提出"关注并兼顾不同主体的能动需求,协调政策诉求;建立结构化的政策目标体系,合理配置选用政策工具;打破地方政策的源路径依赖,因地制宜选择主题热点和工具"等对应性建议.通过对政策文本内容的量化研究方法的创新使用以及与政策工具视角的融合,使得本研究具有一定的理论解释力与实践指导力,对政策制定尤其是地方阐释性政策提供较为科学,客观的实际证据,实现教师教育政策研究主观与客观,经验与诠释的二元统一.
This paper introduces LDA thematic modeling analysis method for the first time, from the perspective of policy tools, in-depth content mining of the policy text of "Opinions on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era" in 27 provinces and municipalities directly under the Central Government. Firstly, three major themes of policy texts are mined through LDA and the use of policy tools is analyzed. Secondly, the regional differences of the excavated policy themes are analyzed. Finally, it puts forward "pay attention to and take into account the dynamic needs of different subjects, coordinate policy demands"; Establish a structured system of policy objectives and choose policy tools rationally; Break the dependence of source path in local policies, and choose hot topics and tools according to local conditions. Text content through policy on the innovative use of quantitative research methods and policy tools perspective, makes the interpretation of this study has certain theory and practice guidance, to provide more scientific and objective evidence for policy making, especially for local explanatory policy making, and realize the dual unity of subjective and objective, experience and interpretation of teacher education policy research.

MR(2010)主题分类: 

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