美国教育研究实践伙伴关系:架构、特征与作用路径  

Education Research-Practice Partnerships in United States:Functional Structure,Characteristics and Action Pathways

作　　者：邵兴江[1] 鲁嘉颖 SHAO Xingjiang;LU Jiaying(College of Education Zhejiang University,Hangzhou Zhejiang 310058)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《比较教育研究》2025年第1期98-107,共10页International and Comparative Education

基　　金：国家社会科学基金“十四五”规划2022年度教育学重大招标项目“新发展阶段教育促进共同富裕研究”(项目编号:VFA220003)。

摘　　要：为加强教育理论与实践的融合,服务教育高质量发展,近十余年美国的教育研究实践伙伴关系迅猛发展,该新模式是对大学与中小学伙伴协作关系的超越。它参与主体广泛,形成相互支撑的功能架构,包括研究者以研究深化问题认知,实践者以循证教育改革服务实践,支持者以资源联结合作伙伴。它以解决教育现实问题为宗旨,以恪守主体间公平为价值立场,以推进循证教育改革为关键方法,以各方共生共赢为合作目标,呈现实践性、平等性、实证性和互惠性四大基本特征。它通过认知、文化、结构和政治四类嵌入作用,实现教育实践中外部专业力量的有序融合和实践者能动性的深度激活。In order to strengthen the integration of educational theory and practice and serve the high-quality development of education,the Practice-Research Partnership in the United States has experienced rapid development over the past decade,this new model is a transcendence of the traditional University-School Partnership.It engages a wide range of stakeholders and forms a mutually supportive functional structure,including the researchers enhance problem understanding through research,the practitioners support practical implementation through evidence-based educational reforms,and the supporters facilitate resource connections with collaborative partners.It is rooted in addressing real-world urgent issues in education as its basic purpose,upholding fairness among stakeholders as its value stance,advancing evidence-based educational reforms as a key method,and aiming for symbiotic cooperation among all partners.It exhibits four fundamental characteristics:practicality,equity,empiricism,and reciprocity.Through cognitive,cultural,structural,and political embedding,it achieves the systematic integration of external professional forces and facilitates a profound activation of practitioners in educational practice.

关 键 词：美国教育 教育研究实践伙伴关系 循证教育改革 参与型学术服务 

分 类 号：G40-03[文化科学—教育学原理]