教育改进学的创建与中国探索:方法论

Building Educational Improvement Science in China:Methodological Foundations

教育科学是一门面向人的发展与社会进步的复杂学问,难以从纯粹科学的角度来界定。教育研究的学科地位,取决于它的科学性和专业性。教育研究既需要哲学上的价值判断,也需要对教育属性进行科学探寻。教育改进学的方法论以学科导向、系统思维与循证研究为基本特征,立足于教育改进的实践,建立基于跨学科的体系。本文总结了两种具有代表性的方法论模型,包括来自政策研究的多维视角模型和改进科学的“计划-试行-研究-实施”PDSA循环模型,在教育改进学的方法论建构方面有着特殊的价值,值得在教育改进实践中进行广泛的推广和应用。教育改进学作为新兴学科,其学科体系、方法论基础仍处在探索、发展、成熟的漫长过程之中,需要在教育改进实践中不断提炼、应用和改进。

Educational science is complex in terms of its mission for human development and social progress,being hardly defined from perspectives of pure science.The disciplinary status of educational research rests on its scientific and professional nature.Educational research demands of both philosophical judgments of values and scientific exploration of educational properties.The methodologies of Educational Improvement Science(EIS)are featured with three principles:Discipline-Guided,Systematic Thinking,and Evidence-Based,rooted in educational practices and built on its own interdisciplinary system.This study presents two typical methodological models,i.e.,the Multiperspectival Approach and PDSA Model,from policy studies and improvement science,respectively.The models are of great values to EIS’methodological construction,in addition to the profound benefits of applications in educational improvement practices.As an emerging discipline,EIS is still in the long process of exploring,developing and maturing its discipline system and methodology foundation,which needs to be refined,applied and improved continuously in educational improvement practices.