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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2025年04期

页码:

9-18

栏目:

教育思想与理论

出版日期:

2025-08-20

文章信息/Info

Title:

Returning to Education Itself: Background, Models, and Reflections on Evidence-based Education Reform

作者:

满 莹 柳海民

东北师范大学 教育学部

Author(s):

MAN Ying LIU Hai-min

Faculty of Education, Northeast Normal University

关键词:

循证教育改革; 教育本质; 技术理性; 实证主义; 循证教育研究

Keywords:

evidence-based educational reform;  essence of education;  technical rationality;  positivism;  evidence-based educational research

分类号:

G521

文献标志码:

A

摘要:

循证教育改革深受实践领域证据文化驱动,适应了从重思辨研究到重实证科学的教育研究范式转型,与教育问责的“循证”转向相一致。在长期探索中,形成了以循证教育证据资源库为证据获取渠道,以循证研究证据级为改革依据,以循证干预为实施手段的改革模式。循证教育改革具有“基于证据”的科学性优势,但其“证据至上”的技术理性偏好在一定程度上疏离了教育的本质。在本体论意义上,对证据的片面追求忽视了教育实践的特殊性;在价值论意义上,对技术理性的依赖消解了教育活动中人的主体性;在方法论意义上,对实证主义的过分推崇加剧了教育理论与实践的区隔。在借鉴这一改革范式“为我所用”的同时,应基于本体论、价值论与方法论的教育本质立场,对教育实践保持清醒的认识。

Abstract:

Evidence-based education reform is deeply driven by the evidence culture in practical fields, adapts to the transformation of the educational research paradigm from speculative research-oriented to evidence-based science-oriented, and aligns with the “evidence-based” shift of educational accountability. Through long-term exploration, it has formed a reform model that takes the evidence-based education evidence resource library as the evidence acquisition channel, the evidence level of evidence-based research as the basis for reform, and evidence-based intervention as the implementation method. Evidence-based education reform possesses the scientific advantage of being “evidence-based”; however, its technical rationality preference for “evidence supremacy” has alienated itself from the essence of education to a certain extent. Ontologically, the one-sided pursuit of evidence overlooks the particularity of educational practice; axiologically, the reliance on technical rationality undermines the subjectivity of human beings in educational activities; methodologically, the excessive admiration for positivism exacerbates the separation between educational theory and practice. While drawing on this reform paradigm “for our own application”, we should maintain a clear understanding of educational practice based on the essential educational stances of ontology, axiology, and methodology.

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更新日期/Last Update: 2025-08-20