学校效能研究批判及启示  

The Criticisms on School Effectiveness Research and its Inspiration

作　　者：王刚[1] 

机构地区：[1]沈阳师范大学教育经济与管理研究所,辽宁沈阳110034

出　　处：《外国教育研究》2010年第5期48-51,共4页Studies in Foreign Education

摘　　要：学校效能研究已经逐步发展成为教育研究的中心领域。当前,学校效能研究出现了主体多元化、内容多层化、理论基础多学科化、研究框架复合化的新特点。学校效能研究的发展过程始终伴随着政治性批判、方法论批判和理论批判,这要求我国学校效能研究注重实践取向和理论取向并重,建构科学的理论基础,注重各类研究方法的融合,积极将研究成果应用于学校实践并形成具有我国特色的研究范式。School effectiveness research （SER） has been the central area of education research. Nowadays, SER has entered into a new developmental phase with the unique characteristics on the diversified researchers, multilayer research contents,multidisciplinary theoretical basis and composite research framework. SER has aroused criticisms and queries since it came into being. The political ,methodological and theoretical criticisms on SER ask for the adjustment of SER in China on paying equal attention to practical and theoretical research orientation,establishing scientific theoretical basis,the integration of various methods,applying the research findings into school practice and forming the paradigm with Chinese characteristic.

关 键 词：学校效能 学校效能研究 批判 

分 类 号：G40-058[文化科学—教育学原理]