作　　者： ; ;

机构地区： 中山大学政治与公共事务管理学院

出　　处： 《公共管理研究》 2008年第0期192-204,共13页

摘　　要： 学科的进步与完善离不开建设性反思,始于1986年的我国公共行政学教育迄今已经开展了21年,对其得失进行简要的总结是建设性反思的基础。大陆公共行政学教育模式在具有体系健全、规模扩张迅速的积极发展态势的同时,也存在着学科地位待定、人才培养取向和重点不清楚、知识层次不分明、学科体系混乱等问题,尤其没有妥善解决好本土化与国际化的冲突。对这些问题的解决程度,将直接影响我国公共行政学的发展前景。 A constructive reflection is indispensible for the development and perfection of a discipline. The Chinese Mainland's Public Administration education has lasted 21 years since 1986, and a brief review of its gains and losses is necessary for such kind of reflection. The public Administration education in China's Mainland has formed an integrated system and has expanded quickly. This is a good trend, but it also has several problems: its discipline status is still undetermined, the orientation and focus of its training system is unclear, and the knowledge levels and the relations between the disciplines involved are unclear. What's more, it has not satisfactorily resolved the conflict between internationalization and localization. These problems have a direct effect on the development of Chinese Mainland's Public Administration.

关 键 词： 中国 公共行政学 教育模式 反思

领　　域： [政治法律]