循证教育决策如何有效?——基于对日本经验与教训的分析  

How Can Evidence-based Education Policy Making Be Effective?--Based on the Analysis of Japan's Experience and Lessons

作　　者：三好大树 高益民[1] MIYOSHI Daiki;GAO Yimin(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《外国教育研究》2025年第2期98-116,共19页Studies in Foreign Education

摘　　要：“循证”这一概念诞生于20世纪90年代的英国医学领域,进入21世纪以后,国际社会逐渐重视循证理念和方法在教育决策中的推广运用,但在此过程中,循证教育决策的效果存在差异,同时也出现了对于循证教育决策有效性的质疑。日本循证教育决策有经验也有教训,循证教育决策有效性所需条件这一重要问题需要进一步探讨。日本自20世纪90年代末开始,逐步形成了用于课程改革、财政拨款和质量监测的循证教育决策三大重点领域。2015年以后,又积极采取了实证研究委托项目、教育数据共享机制建设及循证教育决策专业人才培养等支撑保障措施。一方面,部分循证教育决策的确提高了教育决策科学化水平;另一方面,循证决策概念模糊、循证决策资源单薄和循证决策参与主体单一等问题也制约着日本循证教育决策的质量。日本学者对循证教育决策提出的“对背景性证据和质性证据重视不足”“处理量化证据的难度较高”“价值判断的空间遭到过度压缩”等批判与质疑说明,循证教育决策并非无条件有效,其有效性需要一定的成本付出和条件支撑。The concept of"evidence-based"was born in the field of medicine in the 1990s in the UK.After 21st century,the use of"evidence-based"concepts and methods in the education policy making gained much more attention in the world level.However,in the process of implementation,there are discrepancies in the effectiveness,along with increasing questions about the effectiveness of evidence-based education policy making.In this paper,the relevant conditions on which the effectiveness of evidence-based education policy making rely are examined based on the analysis of Japan's experience and lessons.In Japan,after the late 1990s,three major key areas of evidence-based education policy making,namely,for curriculum reform,financial allocations,and quality monitoring,were formed.Since 2015,supporting measures have been taken actively such as commissioned empirical research project,establishment of education data sharing system,and training professional officer.Part of evidence-based education policy making promoted scientific approach to education policy making,whereas practical challenges such as vague concept of evidence-based policy making,limited sources and non-multiple participants in policy making constrain the quality of evidence-based education policy making.Some Japanese scholars have put forward criticisms and questions for evidence-based education policy making,who argue that evidence-based policy making connotes defects such as"insufficient attention on background and qualitative evidence","difficulty of processing quantitative evidence",and"excessive compression of the space for value judgements",which indicate that evidence-base education policy making is not unconditionally effective,but it requires certain costs to be paid and conditions to be supported.

关 键 词：日本 教育决策 循证教育 循证决策 

分 类 号：G46[文化科学—教育学] G313[文化科学—教育技术学]