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

卷:

期数:

2020年03期

页码:

15-24

栏目:

教育改革与发展

出版日期:

2020-06-20

文章信息/Info

Title:

Building Educational Improvement Science in China: Scientific Presumptions and Theoretical Origins

作者:

秦一鸣¹蔡心心¹李 军²

1.华东师范大学 教育学部；2. 加拿大西安大略大学 教育学院

Author(s):

QIN Yi-ming¹CAI Xin-xin¹LI Jun²

1.Faculty of Education, East China Normal University;2.Faculty of Education, Western University, London

关键词:

改进; 教育改进; 教育改进学; 组织变革; 理论前提; 科学内涵; 可改进性

Keywords:

improvement;  educational improvement;  educational improvement science;  educational improvement studies;  organizational change;  theoretical presumptions;  scientific connotations;  improvability

分类号:

G40-05

文献标志码:

A

摘要:

由于大规模测量的局限或忽略具体文化、地域等背景因素，政府决策常常表现为低效甚至失败。为提升服务的质量、降低政策成本，美国于1970年代发起了“质量运动”，改进科学由此进入公共服务领域，并在该领域中取得了良好的效用。在形成了多种理论模型之后，改进科学也于21世纪初被引入教育领域，引起教育界的广泛重视，教育改进学因此得以创建。本文对改进的科学概念进行内涵厘清，辨析它与“变革”“改革”“改善”“创新”及“发展”等概念的关系，以及在中国语境下的意义。通过阐明教育改进的理论前提，本文提出教育改进学具有两个核心的科学内涵：进步指向和可持续。在此基础上，本文对当前在教育改进学的经典理论模型进行溯源式梳理和评述，批判性介绍富兰(Fullan)“精益启动模型”、库布勒-罗斯(Kubler-Ross)模型、克鲁格(Kruger)模型、科特(Kotter)模型和U模型(Theory U)。总之，科学内涵的辨析和对变革模型的理论溯源对于教育改进学在现代的构建和应用，具有不可或缺的必要价值。

Abstract:

The limits of large-scale measurements and the neglects of background factors such as culture and region often discredit or even fail governmental decision-makings. In order to improve service quality and reduce policy cost, in the 1970s the United States launched the Quality Movement, and Improvement Science began to emerge in the field of public services, which has produced positive outcomes since then. After the exploration and establishment of a variety of theoretical models, improvement science has been borrowed into the sector of education at the turn of the 21st century, which emerges as Educational Improvement Science or Educational Improvement Studies (EIS). This article aims to elucidate the concept of improvement, clarifying its key differences from change, reform, betterment, innovation and development and summarizing its discourse in the Chinese context. It is proposed that there are five premises for educational improvement, and their implications have two-fold, scientific essence for Educational Improvement Studies, i.e., directional advancement (or positive progression) and sustainability (or sustainable process). With these analyses, the article critically reviews such classical theoretical models as the Fullan Lean Start-up Model, the Kubler Ross Model, the Kruger Model, Kotter Model, and Theory U Model. In sum, it concludes that the scientific essence and the theoretical gist of the change models are both indispensable core elements in building and applying of Educational Improvement Science in today’s world.

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更新日期/Last Update: 2020-06-20