教育科学知识的积累进步——兼谈美国教育实证研究战略  

Accumulation and Progress of Educational Scientific Knowledge:Movement of Evidence-based Educational Research in America

作　　者：柯政[1] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《华东师范大学学报（教育科学版）》2017年第3期37-46,共10页Journal of East China Normal University:Educational Sciences

摘　　要：相比其他学科,教育科学知识的进步慢,积累少。要让教育学知识明显高于常识,成为一门可进行快速知识积累和进步的学科,就必须大力加强科学的实证研究。进入21世纪之后,美国在这方面率先做出了战略规划,发起了一场教育实证研究运动,对现有教育学研究范式进行大规模改造、升级,且已产生初步成效。很多教育学者对这场由外部势力主导的改革战略提出了若干质疑和反抗,认为这样做没必要、不应该也做不到。但这些质疑并没有对教育实证研究的意义和价值提出实质性挑战。Compared with other scientific disciplines,there has been slower progress and less accumulation in educational scientific knowledge.For education research to be a scientific discipline with rapidly accumulated knowledge and progress,it’s necessary to vigorously strengthen the scientific empirical research.In this area,the United States took the lead in making strategic planning.After entering the new century,the U-nited States launched a strategy of evidence-based educational empirical research,through a large-scale transformation and upgrading of the existing educational research paradigm.This strategy has produced initial results but was questioned and rejected by many educational researchers,who believe that it is unnecessary and unlikely to implement such an external reform strategy.However,all the rejection has not formed a substantive challenge to the significance and value of empirical research on education.

关 键 词：实证研究 教育科学 知识进步 

分 类 号：G40-034[文化科学—教育学原理]