教育视导是教育质量保障的主要机制，其职能与作用受到研究者的广泛关注。英、美、澳三国发展了不同模式的视导制度，反映了国家对教育不同程度的干预。视导扮演了教育问责与学校改进的双重角色，对教师的教与学造成了不同的影响。分析这一现象，需借助国家理论澄清视导的存在理据与职能。%As the main mechanism of quality assurance,the position and functions of educational supervisors have received scholars＇ attention. England, America and Australia has developed different models of supervision, reflecting the degree of state intervention in education. And supervisors exert different impacts on teaching and learning,playing a dual roles in education accountability and school improvement. This paper uses state theory to explore the existing rationality and function of educational supervision.
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