迈向变革的方法论:美国院校改进范式的缘起、内涵与特征

Towards A Methodology of Reform:The Origin,Connotation and Characteristics of the School Improvement Paradigm in the United States

围绕“院校变革如何达成”这一命题,美国基于改进科学发展出院校改进范式,以此作为实现院校变革的一种方法论指导。透析其基本内涵,美国院校改进范式转化变革落地的底层逻辑,以微观情境为起点,将变革的达成视为一个个实际具体问题的最终解决,以此构成改进目标与实现环节相联系的问题链、院校主体与相关者相协同的共同体、计划程序与开放行动相结合的路线图等内涵要素,强调有意识地通过循证方法来系统性学习如何达成变革。主要特征呈现为:自下而上系统达成改进问题链的方法论意识,有效融入改进能力快速学习的共同体建设,持续迭代改进行动正效传导的循证路线。

Around the question of"how to achieve institutional reform",the United States developed the School Improvement Paradigm based on improvement science as a methodological guide to achieving institutional reform.Based on the analysis of its basic connotation,the School Improvement Paradigm in the United States changes the underlying logic of institutional reform and chooses to start in the microsituation,which regards the final solution of one practical and concrete problem after another as the achievement of the institutional reform.In this way,it constitutes the problem chain for the connection between the improvement goal and the realization links,the community in which the main institutions and the related parties cooperate,the road map for the combination of the planning procedure and the open action,and so on.The emphasis is systematically learning how to achieve reform through a conscious evidence-based approach.The main features are:the methodological awareness of improving the problem chain within a bottom-up system,effective integration into community-building for the improvement of capacity and rapid leaming,and the evidence-based line for continuous iterative improvement action and positive transmission.