循证:欧盟教育实证研究新趋向

发布时间：2018-03-08 10:21

本文选题：循证　切入点：证据　出处：《华东师范大学学报(教育科学版)》2017年03期 　论文类型：期刊论文

【摘要】：欧盟以及各成员国将研究焦点转向教育政策制定与教育教学实践之间的关系,转向的动能来自证据。循证遂应运而生,并因国际大规模教育评估勃兴而备受期待。国际大规模教育评估促使欧盟各国架构教育监测体系,它由三个层面组成:学校外部评估;学校内部评估;学生学业成就评估。而欧盟2007年展开的研究项目"改进校长工作,提高学生学业成就"可提供一个示例。该项目的最大收益非三方共赢莫属,即通过循证,使教育研究、教育政策与教育教学实践之间的互动与共赢得以实现。以循证为标志的欧盟教育实证研究新趋向能引发三点启示:证据共享,即形成一个教育学术界与教育实践界以及教育行政界的证据共享机制;体系共建,旨在生成新的循证知识、循证方法与循证理念,进而提升教育证据的生产力、教育政策的执行力与教学实践的创新力;价值共赢,意味着循证所孕育的生命力,既体现在欧盟教育版图上的欧洲价值共赢,更彰显于欧盟维度下的教育价值再造。
[Abstract]:The European Union and its member states have turned their attention to the relationship between educational policy making and educational practice. The momentum of the shift comes from evidence. The International Large-scale Education Assessment promotes the European Union to construct an educational monitoring system, which consists of three levels: external school evaluation, internal school evaluation, and international large-scale education assessment. The European Union's research project, "improving the work of principals and improving students' academic achievement," launched in 2007, could provide an example. The interaction and win-win situation between educational policy and educational practice can be realized. The new trend of EU educational empirical research, marked by evidence, can lead to three enlightenments: evidence sharing. That is, to form a evidence-sharing mechanism among the educational academia, the educational practice and the educational administration, and to build the system in order to generate new evidence-based knowledge, evidence-based methods and evidence-based ideas, and then to enhance the productivity of educational evidence. The executive power of educational policy and the innovation of teaching practice; the win-win value means the vitality nurtured by evidence, which is reflected in the European value win-win in the European Union's educational territory, but also in the reconstruction of educational value under the EU dimension.
【作者单位】：上海师范大学教育部国际教育研究基地;多特蒙德理工大学学校发展研究院;上海视觉艺术学院;
【基金】：2014年度上海市教委科研创新项目“国际大规模教育评估的政策影响力”(14YS035)
【分类号】：G40-034

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