中国教育管理实证研究:长足进展下的问题  

Empirical Studies in Chinese Educational Administration: Problems with Rapid Development

作　　者：冯大鸣[1,2] Feng Darning(Department of Educational Administration,East China Normal University,Shanghai 20006)

机构地区：[1]华东师范大学基础教育改革与发展研究所 [2]华东师范大学教育管理学系,教授博士生导师上海200062

出　　处：《教育发展研究》2018年第12期21-25,54,共6页Research in Educational Development

摘　　要：近年来,实证研究方法在中国教育管理研究中的应用已取得了长足的进展。然而,在教育管理实证研究的进展中还存在着一系列显在问题和潜在问题,包括研究模型"版本"偏低、研究成果自身结构失衡、纵向数据运用未获重视、连贯的回顾性元分析稀缺、实证研究工具为王、非实证研究价值被看低等。正视并努力解决这些问题,将促使我国教育管理实证研究获得又快又好的发展。The empirical studies in Chinese educational administration have achieved rapid development in last years. However,such explicit as well as potential problems as employing relatively simple models, unbalanced structure of research texts, overlooking the importance of longitudinal data, lacking of coherent research reviewing, instrument worship, and underestimating the value of nonempirical studies emerged in the meantime. To face and work hard to solve these problems will lead to the rapid and good development of the empirical research on education management in China.

关 键 词：中国 教育管理 实证研究 

分 类 号：G471.2[文化科学—教育学]