论教育改进科学：迈向改进型组织的艺术

doi:10.16382/j.cnki.1000-5560.2022.12.001

摘要/Abstract

摘要：

本文从倡导新兴交叉学科教育改进科学的角度出发，哲学地反思人类历史在实现教育使命过程中的三大认识路径，从词源学及中西文化政治传统两个角度，厘清“改革”的误用与误区，以及“改进”与其他近义术语的异同及其在教育理论建构和实践中的种种体现。在此反思基础上，作者提出新改进主义概念，定义教育改进科学，系统阐释该学科的哲学前提、学科要素和理论架构，总结和肯定可生长性、可发展性和可改进性是教育事业的三大基本属性，并建构主要由学科知识和专业知识构成的学科知识体系。本文也强调教育改进科学的学科导向、系统思维及循证研究，以及围绕提升组织改进能力为目的的专业改进共同体建设。作者进而提出，教育改进科学是班级、学校和教育机构迈向改进型组织的艺术，其诞生的本身是对教育改进事业专业地位和学科领域的尊重和承认。最后，作者呼吁对教育改进科学的重视与研究，尤其是具有本土特色、全球视野的学科创建和开拓，催生新的教育学科生长点，进一步提升教育研究和实践的学科化和科学化。

关键词: 教育改进, 新改进主义, 改进型组织, 教育改革, 专业改进共同体, 循证研究

Abstract:

Advocating educational improvement science as an emerging transdisciplinary area, I reflect philosophically on the three major pathways through which the education mission has been realized in human history and discern the misuses and pitfalls of reform. I also examine the terms “reform” and “improve” and their synonyms both etymologically and in East-West cultural and political traditions, which are embodied in educational theorizations and practical implications. Based on these reflections, I propose the concept of neo-improvementalism, define educational improvement science, and systemically elaborate on its philosophical assumptions, disciplinary fundamentals, and theoretical frameworks. I identify and elucidate growability, developability, and improvability as the three key properties of education and construct disciplinary knowledge of educational improvement science through two main categories, namely, subject matter knowledge and profound knowledge. I then highlight three foundational characteristics of educational improvement science – namely, discipline-oriented, systems thinking, and evidence-based – and the building of professional improvement communities promoting institutional improvement capabilities. I conclude that educational improvement science is the art of the improving organization for classes, schools, and more broadly defined educational agencies, and that its birth signifies the respect and recognition of the disciplinary status and specialization of educational improvement. Finally, I call for the recognition of the significance of educational improvement science and research thereon, especially with respect to discipline-building and exploration based on local characteristics in a global vision, and the cultivation of new fronters of educational research and practices, which need to be enhanced through disciplinarization and scientificization.

Key words: educational improvement, neo-improvementalism, improving organization, educational reform, professional improvement community, evidence-based research

李军. 论教育改进科学：迈向改进型组织的艺术[J]. 华东师范大学学报(教育科学版), 2022, 40(12): 1-13.

Li Jun. Educational Improvement Science: The Art of the Improving Organization[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(12): 1-13.

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参考文献 0

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