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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:

25-33

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: Fundamentals and Disciplinary Frameworks

作者:

蔡心心¹秦一鸣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:

改进科学; 教育改进; 教育改进学; 认识论; 范式; 科学方法; 学科框架; 改进力

Keywords:

improvement science;  educational improvement;  educational improvement science;  educational improvement studies;  epistemology;  paradigm;  scientific method;  disciplinary frameworks;  improving capability

分类号:

G40-05

文献标志码:

A

摘要:

教育改进学源于20世纪90年代工业和公共卫生领域的改进科学，进入21世纪以后开始快速发展，为解决教育改进问题提供了新的科学范式。这一新兴学科的构建和中国探索，需要首先确立其学科基础与框架，进行深入系统和本土化的阐发。本文试图厘清教育改进学在中国及西方的学科基础和范式历史，论证其基本概念与原理。同时，本文从知识论的角度，根据企业改进学者戴明所提出的专业学科范畴，系统探讨了教育改进学的知识体系和学科架构，并就把握系统、理解变异、建构知识、洞察人性在教育领域进行全新解读和应用。在教育改进学者布里克提出的基本原则基础上，结合中国教育改进的实践，本文提出教育改进实践活动的六大核心原则，包括具体化改进工作、关注表现变量、甄别和消除系统自身问题、注重运用科学探究手段以及建设专业改进共同体等等，从而实现教育改进的根本目的及可持续性。

Abstract:

Educational Improvement Science (EIS) emerged from the Improvement Science in the fields of industry and public health in the 1990s. It has begun to grow and develop rapidly in the early 2010s. In order to build and explore this new disciplinary area in China, it is imperative to first look into its disciplinary foundations and frameworks, then construct it with systematic, in-depth, and local-based interpretations. This paper attempts to clarify the foundational concepts and paradigmatic history of EIS in China and in the West, elaborating its core concepts and principles. From epistemological perspectives, this paper systematically explores EIS’ knowledge system and disciplinary structure and interprets the applications of profound knowledge proposed by Edwards Deming, which includes appreciation for a system, understanding variation, building knowledge and human side of change in the field of educational improvement. Based on the basic principles put forward by Anthony Bryk and on educational improvement endeavors in China, the paper concludes six core principles for educational improvement practices, including concretizing user-centered improvement work, focusing on variation in performance, identifying and eliminating the system’s own problems, monitoring the process of improvement, employing scientific research methods, and building professional improvement communities (PICs).

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更新日期/Last Update: 2020-06-20