要全面提高基础教育质量，办好人民满意的教育，实现教育强国目标，迫切需要理顺政校关系，转变教育行政职能，落实中小学办学主体地位，充分释放学校教育活力。政府和学校的互动逻辑是其互动过程表现出的规律性现象及其意义，是一套稳定的行为模式。要切实破解当前简政放权难、学校活力不彰等问题，必须深度还原政校的互动过程，剖析背后的互动逻辑。

考虑具体管理事务的复杂样态和现实意义，本研究聚焦名师评选、教研活动、项目管理、督导评估检查四个方面的政校互动过程展开分析，选取华北J市Y区为个案，采用质性研究方法对该区教委及辖区内10所小学开展实地调研，综合使用访谈法、参与式观察法和实物收集法收集资料，并用情景分析法和类属分析法对资料进行分析。研究结果表明：

在名师评选方面，政府通过设定名师荣誉称号与相关利益、分配评选名额与增大评选规模形成相关利益与激励的制度设定。在此过程中，政府希望让名师发挥示范引领作用，扩大区级名师数量放大激励效益，以名师数量标示教育发展水平。学校往往通过抓好对有潜力教师的重点培养、处理好与区教研中心和教师的关系等方式为学校谋求利益，还需要应对校内利益失衡与名师流失等问题。名师评选存在未能实现服务教师和学生发展这一原初目标、评价标准存在错误价值导向、学校缺乏政策话语权、教研中心与教研员存在权力异化与腐败等问题。

在教研活动方面，政府通过开展教学分析、区级教研课、教研员下校指导、教学视导等形式对学校教育教学进行官方指导。学校服从于政府的价值规范，在校本教研中贯彻“考试统率”；为了区级研究课与兼职教研员的名额进行竞争，学校实力和学校关系成为重要资本；与政府进行合作协同开展教学视导。教研互动存在唯分数与唯升学率倾向严重、学校与教师参与不足、指标化管理与关系型运作问题突出等问题。

在项目管理方面，政府通过官方指定、互选招募、自主申报等方式发包分配项目资源，从资金合规方面进行项目监管，通过年度绩效进行项目评价。学校通过名师、校长、项目“刷脸”争取项目，通过将基建、人员聘用、课程、活动、比赛展示等外包以应对监管，通过获取比赛佳绩、举办大规模展示活动、物化成果等应对评价。项目管理存在项目分配不均等、设置不贴合学校实际、激励存在迎检逻辑等问题。

在督导评估检查方面，不同部门固守本部门利益，不愿意与其他部门共同开展工作，导致各类督导评估检查繁多且缺乏统整。政府通过各类激励手段调动学校参与非常规或临时性评估检查工作，而督导则成为走流程的工作。学校则通过重视档案材料准备、展示成绩亮点、主要承担临时任务等方式应对督导评估检查。督导评估检查存在政府控制为主、功能偏离学生发展、管办评未能科学分离、多方参与不足等问题。

名师评选、教研工作、项目管理、督导评估检查等事务中的政校互动形成了“政府主导”“学校服从”“学校合作”的互动逻辑，体现了教育秩序优先，教育效能、教育公平、教育效率等严重不足。要以教育治理形成政校互动新逻辑，促进政校互动的科学化与民主化。主要可从转变教育行政理念、给予学校自主权、推动多元共治、夯实政府“元治”、加强行政人员专业化等方面推动政校互动逻辑的转型。

In order to improve the quality of basic education in an all-round way, run the education satisfactory to the people, and realize the goal of strengthening the country through education, it is urgent to straighten out the relationship between government and school, transform the administrative function of education, implement the dominant position of primary and secondary schools, and fully release the vitality of school education. The interactive logic between government and school is the regular phenomenon and its significance in the process of interaction, and it is a set of stable behavior pattern. In order to solve the current problems of streamlining administration and delegating powers, and the lack of vitality of schools, it is vital to deeply restore the interactive process between government and school, and analyze the interactive logic behind it.

Considering the complex shape and the practical significance of specific management affairs, this study focuses on the analysis of the interactive process between government and school in four aspects: the selection of famous teachers, teaching and research activities, project management, and supervision, evaluation, and inspection. Taking Y District of J city in North China as a case, the qualitative research method was used to implement field research on the Education Committee and 10 primary schools of the district. The data were collected by interview, participatory observation, and physical collection, and were analyzed by scenario analysis and generic analysis. The results show that:

In terms of the selection of famous teachers, the government establishes the system of relevant interests and incentives by setting the honorary title of famous teachers and relevant interests, allocating the number of selection places, and increasing the scale of selection. In this process, the government hopes to let the famous teachers play a leading role, expand the number of district level famous teachers, enlarge the incentive benefits, and mark the level of education development through the number of famous teachers. Schools often seek benefits for the school by focusing on the cultivation of potential teachers, deal with the relationship with the district teaching and research center and teachers, and cope with the imbalance of interests and the loss of famous teachers. There are some problems in the selection of famous teachers, such as the failure to achieve the original goal of serving the development of teachers and students, the wrong value orientation in the evaluation standard, the lack of policy discourse power of schools, the alienation of power and corruption in teaching and research centers and staff.

In terms of teaching and research activities, the government carries out official guidance on school education and teaching through teaching analysis, teaching and research courses on district level, school guidance of teaching and research staff, teaching visual guidance and other forms. Schools are subject to the value norms of the government and implement "examination command" in school-based teaching and research; compete for the number of district level research courses and part-time teaching and research staff, school strength and school relationship become important capital; cooperate with the government to implement teaching guidance. There are some problems in the interaction of teaching and research, such as the serious tendency of only scores and only enrollment rate, the insufficient participation of schools and teachers, index management, and relational operation.

In terms of project management, the government allocates project resources by means of official designation, mutual selection and recruitment, independent declaration, supervises projects from the aspect of funds meeting the requirements, and evaluates projects through annual performance. The schools strive for the projects through famous teachers, principals, and project "brush face", cope with supervision through outsourcing in the aspects of infrastructure, personnel employment, curriculum, activities, and competition exhibition, cope with evaluation through obtaining good results in competition, holding large-scale exhibition activities, and materializing achievements. There are some problems in project management, such as unequal distribution of projects, unsuitable setting for the reality of the schools, and the logic of encountering inspection in incentive.

In terms of supervision, evaluation, and inspection, different departments stick to their own interests and are unwilling to work together with other departments, resulting in a variety of supervision, evaluation, and inspection and lack of integration. The government mobilizes schools to participate in unconventional or temporary evaluation and inspection through various incentives, while supervision becomes a process work. Schools should pay attention to the preparation of archival materials, show the highlights of achievements, and initiatively undertake temporary tasks to deal with the supervision, evaluation, and inspection. There are some problems in supervision, evaluation, and inspection, such as government control, function deviation from students' development, lack of scientific separation of management, operation, and evaluation, and insufficient multi-party participation.

The interaction between government and school in the selection of famous teachers, teaching and research work, project management, and supervision, evaluation and inspection forms the interactive logic of "government leading", "school obeying", and "school cooperation", which reflects the priority of education order and the serious inadequacy of education efficacy, education equality, and education efficiency. It is necessary to form a new interact logic between government and school through education governance, so as to promote the scientific and democratic interaction between government and school. We can promote the transformation of the interactive logic between government and school mainly from the following aspects: changing the concepts of education administration, providing school autonomy, promoting multi-governance, consolidating the "meta governance" of the government, and strengthening the professionalization of administrative personnel.