西方教育管理实证研究范式:形成、原则与贡献

The Positivist Research Paradigm of Education Administration:Formation,Principle and Contribution

西方教育管理实证研究经历了“行为科学研究”、“开放社会系统理论”、“循证决策技术”等不同的“科学化”时期,使西方教育管理学从实践性、经验性的“技艺”层面上升到学术性、科学性的“学科”层面,并有力地推进了西方教育管理的现代化、理性化和决策的科学化。西方教育管理实证研究范式的规范性依据强调研究的“主体间的可检验性”,遵循研究的“信度”原则,坚守研究的“确定性”与“精确性”,以对经验知识进行“系统化”和“概括化”,并对研究假设、研究过程和研究结论作出“合理解释”。西方教育管理实证研究范式极大地推动了教育管理研究的规范化、科学化、循证化的转向,也为我国推进“教育实证研究”以及“循证支持的科学决策”提供了经验和范本。

The positivist research of western educational administration has gone through different periods of"scientization*'such as"behavioral science research","open social system theory"and"evidence-based decision-making technology",which has raised the western educational administration from the practical and empirical,,skill"level to the academic and scientific"discipline"level,and effectively promoted the modernization,rationalization and integration of western educational administration scientific decision-making.The normative basis of positivist research paradigm of western education administration emphasizes the"intersubjective testability",follows the principle of"reliability",pays attention to the"definiteness"and"precision"of research,so as to"systematize"and"generalize"empirical knowledge,and makes"reasonable explanation"for research hypothesis,research process and research conclusion.The paradigm of western educational administration positivist research has greatly promoted the standardization,scientization and evidence-based transformation of educational administration research,and provided experience and model for how to vigorously promote educational positivist research and evidencebased support of scientific decision-making in China.