教育督导作为推动基础教育高质量发展的重要手段，在当前全球教育改革和发展的大背景下显得尤为重要。基础教育不仅关乎国家未来的发展潜力，也直接影响到每个家庭的幸福感和社会的整体进步。自“十四五”以来，基础教育经历了一次重要的变革。十余条教育相关改革政策，覆盖了教育管理中的各个层面。其中《关于深化新时代教育督导体制机制改革的意见》对教育督导提出了更明确的规划和要求，为新时代教育督导提供了政策理论依据。教育督导是检验教育实施的主要手段，也是教育政策的最后一关。北京市作为中国教育改革的重要窗口和试验田，其公立小学教育督导政策的执行状况，不仅体现了政策设计的合理性与前瞻性，更反映了教育改革实践中的复杂性和挑战性。因此，针对北京市公立小学教育督导政策执行效应的研究，不仅能够为政策制定者提供实证依据，促进政策的优化调整，也能为其他地区教育改革提供可借鉴的经验和教训。
本文在“史密斯政策执行模型”下对北京市现行的《北京市中小学督导规程（试行）》这一督导政策的执行概况进行分析。笔者以行政区县C区的政策执行概况为切入，从政策文本、执行主体、目标群体以及执行环境等四方面进行探究。论文主要采用访谈法和问卷法等形式收集政策执行的相关数据内容加以分析和整理，从而发现政策执行过程中产生的问题及成因，并在理论框架下给予对策建议。
笔者在研究中发现北京市督导政策普及认知度比较低，政策执行主体结构不均衡，欠缺专业性，造成“只督不导”的情况。社会对教育督导缺乏参与性，没有良法的执行环境。究其原因，政策文本内容精准度有待加强；政策执行主体和目标群体均缺乏对督导政策的认知、督导队伍非专业化造成了督导结果缺乏真实性，目标群体难以从根本上进行改进；没有良好的监管和法律支撑也会影响政策执行的效果。为此，笔者提出了几点提高教育督导政策执行力的改进对策：完善政策文本的科学性和可行性；建立规范的督导队伍；加强目标群体的督导意识；设立有针对性的监督机制等。

Educational supervision, as a crucial means of promoting the high-quality development of basic education, is particularly important against the backdrop of global educational reform and development. Basic education not only affects the potential for national future development but also directly impacts the happiness of every family and the overall progress of society. Since the "14th Five-Year Plan," basic education has undergone a significant transformation. More than ten educational reform policies have covered various aspects of educational management. Among them, "Opinions on Deepening the Reform of the Educational Supervision System and Mechanism in the New Era" has set forth clearer planning and requirements for educational supervision, providing policy and theoretical basis for educational supervision in the new era. Educational supervision is the main means of testing the implementation of education and also the final barrier of educational policies. As an important window and testing ground for China's educational reform, the implementation status of public primary school educational supervision policies in Beijing not only reflects the rationality and foresight of policy design but also reflects the complexity and challenges of educational reform practice. Therefore, the study of the implementation effects of public primary school educational supervision policies in Beijing can not only provide empirical evidence for policy-makers to optimize and adjust policies but also offer lessons and experiences for educational reform in other regions.
This paper analyzes the current implementation status of "Beijing Primary and Secondary School Supervision Regulations (Trial)" under the "Smith Policy Implementation Model." The author uses the policy implementation status in district C as a starting point and explores from four aspects: policy text, implementing bodies, target groups, and the implementation environment. The thesis mainly uses methods such as text analysis, interviews, and surveys to collect and analyze relevant data on policy implementation, thus identifying problems and causes in the policy implementation process and providing countermeasure suggestions within the theoretical framework.
In my research, the author found that the awareness of supervision policies in Beijing is relatively low, the structure of policy implementation entities is uneven, and there is a lack of professionalism, resulting in a situation of "only supervision without guidance". Society lacks participation in educational supervision and an environment for implementing good laws. The reason for this is that the accuracy of policy text content needs to be strengthened; Both the policy executors and target groups lack awareness of the supervision policy, and the non specialization of the supervision team results in a lack of authenticity in the supervision results, making it difficult for the target group to fundamentally improve; Lack of good regulatory and legal support can also affect the effectiveness of policy implementation. To this end, the author proposes several improvement measures to enhance the execution of educational supervision policies: improving the scientificity and feasibility of policy texts; Establish a standardized supervision team; Strengthen the supervision awareness of the target group; Establish targeted supervision mechanisms, etc.