循证教育溯源及其困境-清华大学教育研究

文章信息/Info

Author(s):: CHEN Lu-xi¹ SU Yi-qing²; 1.Faculty of Education, Beijing Normal University;2.Beijing Yuying School

摘要:: 近年来在国内学界热议的所谓“循证教育”，缺乏学理上的系统整理。经研究，“循证教育”起源于西方现代医学中的“循证实践”，其逻辑起点是为了调和而非否定经验医学，并由此形成了作为临床医学教学方法的“循证医学”和在医疗卫生政策层面上的“循证指导”。20世纪80-90年代，在教育领域，欧美学界率先接受了来自医学界的“循证”理念，其目的是为了解决教育研究与实践之间的脱节问题，并发展了由“循证医学”所引发的在公共政策层面上的“循证指导”原则，在实践中指导了美国教育标准化运动，但最终以失败落幕。之所以产生这种困境，最核心的因素是教育研究中的“唯科学主义”倾向和新自由主义教育议程的全球化泛滥。对此，学界应有清醒的认识。

Abstract:: Recently, the idea and the practice of “evidence-based education” became a hot topic in the academic world without systematic methodological discussion. This research suggested that “evidence-based education” originated in the “evidence-based practice” in modern western medicine. Its logical starting point was to reconcile rather than negate empirical medicine, thus forming “evidence-based medicine” as a clinical medicine teaching method and “evidence-based guidance” at the medical and health policy level. From the 1980s to 1990s, the western academic world of education accepted the idea of “evidence-based” and tried to resolve the disconnection between theoretical educational research and educational practice. These practices guided the Educational Standard Movement in America in the 1990s, which eventually ended in failure. The core factors of this dilemma are the “scientism” tendency in educational research and the globalization of the neoliberal educational agenda. The academic circle should have a clear understanding of this.