循证实践理念和方法在中国教育领域的应用研究
|
摘要
目的通过可视化分析,了解中国循证教育研究与实践的进展,推动循证实践理念和方法在我国社会科学领域进程的应用,促进国内循证研究的科学化与实用化。方法计算机检索WanFang Data和CNKI数据库,搜集有关循证教育的文献,检索时限均为建库至2017年12月。使用Tableau和UCINET软件对研究类型、地区和人员、时间、基金及政府支持情况等信息进行可视化并对关键词进行共词分析。结果共纳入循证教育文献54篇。循证教育的文献在北京市和广东省发表数量最多,其后依次为浙江省、天津市等。研究数量以2014年最多(11篇),其次为2016年和2017年,其他年份相对较少。通过核心关键词构建共词矩阵,发现"循证教育学"、"循证实践"、"特殊教育"的文章关联度最高。结论循证教育在我国尚处于起步阶段,引进和推广是目前已有研究的主要内容。循证教育在我国的发展存在理论实践不同步、地域发展不均衡、原始研究不充分等问题。我国的循证教育工作任重道远。
Objectives To survey the domestic research situation of evidence-based education through visual studies. To summarize the utilization of education evidence in China and promote the process of evidence-based practice concepts and methods application in social science fields, so as to facilitate the domestic evidence-based research towards more scientific and practical. Methods WanFang Data and CNKI databases were searched to collect evidence-based education literatures from inception to December, 2017. Tableau and UCINET software were used to conduct visual and co-word analysis of study types, regions, staff, time, foundation/government support and key words. The social evidence based research situation was sketched. Results A total of 54 literatures were included. Beijing and Guangdong province published the most literatures, followed by Zhejiang province and Tianjin municipality. The quantity of literatures published in 2014 reached the peak of 11 articles, followed by 2016 and 2017, and relatively few in remaining years. We found that "evidence-based pedagogy" owned the highest frequency through building core keywords matrix.Conclusions Evidence-based education in China is still at an early stage. Introduction and promotion is currently the main content. There exists problems remaining in the development of evidence-based education, for instance disjointedness of theory and practice, regional unbalance, and deficiency of original-research. It is still a long way to go.
Objectives To survey the domestic research situation of evidence-based education through visual studies. To summarize the utilization of education evidence in China and promote the process of evidence-based practice concepts and methods application in social science fields, so as to facilitate the domestic evidence-based research towards more scientific and practical. Methods WanFang Data and CNKI databases were searched to collect evidence-based education literatures from inception to December, 2017. Tableau and UCINET software were used to conduct visual and co-word analysis of study types, regions, staff, time, foundation/government support and key words. The social evidence based research situation was sketched. Results A total of 54 literatures were included. Beijing and Guangdong province published the most literatures, followed by Zhejiang province and Tianjin municipality. The quantity of literatures published in 2014 reached the peak of 11 articles, followed by 2016 and 2017, and relatively few in remaining years. We found that "evidence-based pedagogy" owned the highest frequency through building core keywords matrix.Conclusions Evidence-based education in China is still at an early stage. Introduction and promotion is currently the main content. There exists problems remaining in the development of evidence-based education, for instance disjointedness of theory and practice, regional unbalance, and deficiency of original-research. It is still a long way to go.
引文
1许爱红.基于证据的教育及其对我国教育发展的启示.教育理论与实践,2011,(25):16-19.
2杨文登.循证教育学理论及其实践-以美国有效教学策略网为例.宁波大学学报(教育科学版),2012,34(4):5-10.
3Hargreaves DH.In defense of research for evidence-based teaching:a rejoinder to Martyn Hammersley.Br Educ Res J,1997,23(4):405-419.
4Office of Public Affairs(ED).No child left behind:a parents guide.Washington,DC:ERIC,2003.
5杨明山,晋永,王尔亮,等.新兴学科循证教育学的兴起、现状与展望.中国高等医学教育,2015,(9):23-24.
6U.S.Department of Education.Student achievement and school accountability conference 2002.Available at:https://www2.ed.gov/admins/lead/account/sasaconference02.html.
7魏东海,王心旺.广州教育综合实力循证分析.中山大学学报论丛,2002,22(6):216-219.
8李欢,杨爱佳,李登钰,等.循证理念视域下听障儿童言语康复方法研究.中国特殊教育,2016,(3):36-43.
9李芳,孙玉梅,邓猛.美国自闭症儿童教育中的循证实践及启示.外国教育研究,2015,42(2):66-78.
10米砚田.义务教育阶段的中小学学生喜欢上音乐课吗?2001-2010年中国中小学音乐课程改革调查类研究的系统评价.艺术教育,2014,(2):67.
11杨化.美国高校循证项目(WIDER)分析及对当前大学生社会实践的启示.河北师范大学学报(教育科学版),2014,(5):123-127.
12秦建平,王妍.现代治理视域下教育政策“三段N维”循证评价模型建构.教育导刊,2014,(9):33-36.
13曾玉山,王健.Evidence-based practice:a new paradigm in development of special physical education practice.武汉体育学院学报,2017,51(9):12-17.
14陈立鸿.让教育理论走进教育实践.天津教育,2011,(2):29-30.
15方俊明,雷江华,李伦,等.特殊教育学.北京:人民教育出版社,2005.
2杨文登.循证教育学理论及其实践-以美国有效教学策略网为例.宁波大学学报(教育科学版),2012,34(4):5-10.
3Hargreaves DH.In defense of research for evidence-based teaching:a rejoinder to Martyn Hammersley.Br Educ Res J,1997,23(4):405-419.
4Office of Public Affairs(ED).No child left behind:a parents guide.Washington,DC:ERIC,2003.
5杨明山,晋永,王尔亮,等.新兴学科循证教育学的兴起、现状与展望.中国高等医学教育,2015,(9):23-24.
6U.S.Department of Education.Student achievement and school accountability conference 2002.Available at:https://www2.ed.gov/admins/lead/account/sasaconference02.html.
7魏东海,王心旺.广州教育综合实力循证分析.中山大学学报论丛,2002,22(6):216-219.
8李欢,杨爱佳,李登钰,等.循证理念视域下听障儿童言语康复方法研究.中国特殊教育,2016,(3):36-43.
9李芳,孙玉梅,邓猛.美国自闭症儿童教育中的循证实践及启示.外国教育研究,2015,42(2):66-78.
10米砚田.义务教育阶段的中小学学生喜欢上音乐课吗?2001-2010年中国中小学音乐课程改革调查类研究的系统评价.艺术教育,2014,(2):67.
11杨化.美国高校循证项目(WIDER)分析及对当前大学生社会实践的启示.河北师范大学学报(教育科学版),2014,(5):123-127.
12秦建平,王妍.现代治理视域下教育政策“三段N维”循证评价模型建构.教育导刊,2014,(9):33-36.
13曾玉山,王健.Evidence-based practice:a new paradigm in development of special physical education practice.武汉体育学院学报,2017,51(9):12-17.
14陈立鸿.让教育理论走进教育实践.天津教育,2011,(2):29-30.
15方俊明,雷江华,李伦,等.特殊教育学.北京:人民教育出版社,2005.