学校循证管理:在最佳实践与理论研究之间  

School Evidence-Based Management: Bridging Best Practices and Theoretical Research

作　　者：张东娇[1] ZHANG Dong-jiao(Faculty of Education,Beijing Normal University,Beijing,100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《清华大学教育研究》2024年第5期46-53,共8页Tsinghua Journal of Education

基　　金：国家社科基金后期资助一般项目“学校文化论稿”(22FJKB001)。

摘　　要：循证管理是建设高质量学校的优良途径,指当前最好证据、经验与资源、组织和社会价值观三者结合,获得当下最佳教育实践。循证管理是一个理论体系,实现了学科间、知识间的借鉴;也是一个实践体系,依赖于组织间、人际间、资源间的互联;又是一个研究体系,强调方法间、证据间的印证。利用兴奋点、把握荟萃点、解决困难点是学校循证管理的三点法则,其目的是引导、接近和获取“最佳教育实践”。循证管理使教育政策制定者、学校管理研究者和实践者、教育消费者有机会形成紧密联盟,开展全员、全面、全程的大规模最佳教育实践成为可能,助力优质学校群落的普遍形成,为高质量教育体系建设作出贡献。Evidence-based management is an effective approach to building high-quality schools. It involves integrating the best available evidence, experience, resources, organizational structures, and societal values to achieve optimal educational practices. Evidence-based management functions as a theoretical framework that fosters interdisciplinary and cross-knowledge exchange;as a practical framework that depends on the interconnection of organizations, individuals, and resources;and as a research framework that emphasizes the validation of methods and evidence. The three guiding principles of school evidence-based management are to leverage points of interest, focus on synthesis points, and address challenges. The goal is to guide, approach, and achieve “best educational practices.” Evidence-based management offers educational policymakers, school management researchers and practitioners, and educational stakeholders the opportunity to form close alliances, making large-scale, comprehensive, and continuous implementation of best educational practices possible. This approach supports the widespread formation of high-quality school communities and contributes to the development of a high-quality education system.

关 键 词：学校循证管理 “最佳教育实践” 三点法则 

分 类 号：G47[文化科学—教育学]