循证教育的理论前提和实践成效检视  

The Review of the Theoretical Premise and Practical Effect of Evidence-based Education

作　　者：吴全华[1] WU Quanhua

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《天津市教科院学报》2025年第1期25-33,74,共10页Journal of Tianjin Academy of Educational Science

基　　金：广东省教育科学专项课题“‘双减’背景下中考政策改革研究”(022JKZG080)。

摘　　要：循证教育是西方教育的一种新的教育形式。这一新的教育形式,有力地促进了教育决策的科学化,密切了教育理论与教育实践的联系,为教育改革和发展注入了生机与活力,一定程度上推动了教育改革和教育发展。但为了更全面、更客观地认识循证教育,有必要对其加以多维检视。应用教育科学的理论研究法,从教育本质的育人性、教育的价值理性、教育的复杂性、教育的专业性出发,对循证教育作逻辑—方法、权力—话语、管理—问责三个维度检视,可以知道,循证教育的理论和实践面临着一系列冲突或风险。对其风险保持高度警惕,有助于我们更审慎、更理性地看待循证教育,进而有助于我们更好地规避循证教育可能引发的各种风险。Evidence-based education represents a new form of education in Western contexts.This new form of education has significantly promoted the scientific nature of educational decision-making,strengthened the connection between educational theory and practice,and infused vitality into educational reform and development,thus contributing to the advancement of educational change.However,in order to gain a more comprehensive and objective understanding of evidence-based education,it is necessary to examine it from multiple dimensions.Employing theoretical research methods from the field of educational science,and starting from the intrinsic nature of education-its formative function,its value rationality,its complexity,and its professionalism,evidence-based education can be scrutinized through three key perspectives:logic-methodology,power-discourse,and management-accountability.This multidimensional analysis reveals that both the theory and practice of evidence-based education are confronted with a series of conflicts and risks.Maintaining a heightened awareness of these risks helps us approach evidencebased education with greater caution and rationality,enabling us to better avoid the potential dangers that may arise from its implementation.

关 键 词：循证教育 实证主义 证据逻辑 事务主义 市场模式 新公共管理 

分 类 号：G40-032[文化科学—教育学原理]