循证:欧盟教育实证研究新趋向

doi:10.16382/j.cnki.1000-5560.2017.03.015

摘要/Abstract

摘要： 欧盟以及各成员国将研究焦点转向教育政策制定与教育教学实践之间的关系，转向的动能来自证据。循证遂应运而生，并因国际大规模教育评估勃兴而备受期待。国际大规模教育评估促使欧盟各国架构教育监测体系，它由三个层面组成：学校外部评估；学校内部评估；学生学业成就评估。而欧盟2007年展开的研究项目“改进校长工作，提高学生学业成就”可提供一个示例。该项目的最大收益非三方共赢莫属，即通过循证，使教育研究、教育政策与教育教学实践之间的互动与共赢得以实现。以循证为标志的欧盟教育实证研究新趋向能引发三点启示：证据共享，即形成一个教育学术界与教育实践界以及教育行政界的证据共享机制；体系共建，旨在生成新的循证知识、循证方法与循证理念，进而提升教育证据的生产力、教育政策的执行力与教学实践的创新力；价值共赢，意味着循证所孕育的生命力，既体现在欧盟教育版图上的欧洲价值共赢，更彰显于欧盟维度下的教育价值再造。

关键词: 循证, 证据, 教育实证研究, 教育监测, 欧盟

Abstract: European Union as well as its member countries, has already shifted the research focus to the relationship between policymaking and the educational/pedagogical practice. This Shift is impelled by evidence. Admittedly, it breeds evidence-based education under such a condition and is boosted by International Large Scale Assessment in Education. Then further the particular Education Monitoring System, which consists of three aspects, incorporating external evaluation of schools, internal evaluation of schools as well as student achievement evaluation in each member countries of EU is formulated. However, research project named "Leadership, Improvement for Student Achievement", 2007 initiated by European Union, could provide vividly an example. The greatest benefit from such a project only belongs to win-win in interactions among such three elements.In other words, the goal for win-win is going to be achieved only by the interactions of education research, education policy alongside teaching practice through the Evidence-base. Evidence-base marks undoubtedly a new tendency in the empirical education research of the European Union. Three inspirations are obtained from this tendency. First of all, the evidence sharing, which aim is formulating an evidence sharing mechanism for education research and education practice alongside education administration. Second, institution co-constructing, which is mainly for generating new knowledge, method and ideal of the Evidence-base, and further promoting productivity of education evidence and enforceability of education policy alongside the creativity of teaching practice.Third, win-win in values, whose focus is predominantly on the from the Evidence-base conceived vitality. Whilst such vitality not only demonstrated the win-win in the European valueson the part of EU education, but also in regenerating of the education values from the EU aspect.

Key words: Evidence-base, Evidence, Empirical Educational Research, Education Monitoring, EU

俞可, 陈丹, 赵帅. 循证:欧盟教育实证研究新趋向[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 142-149+173+174.

YU Ke, CHEN Dan, ZHAO Shuai. Evidence-Base: A New Tendency in the Empirical Educational Research of the EU[J]. Journal of East China Normal University(Educationa, 2017, 35(3): 142-149+173+174.

参考文献

Bieber, T., Martens, K., Niemann, D. & Windzio, M. (2014). Grenzenlose Bildungspolitik? Empirische Evidenz für PISA als weltweites Leitbild für nationale Bildungsreformen. In Bromme R. & Prenzel M. (Hrsg.). Von der Forschung zur evidenzbasierten Entscheidung: Die Darstellung und das öffentliche Verständnis der empirischen Bildungsforschung. Wiesbaden: Springer VS.
Bos, W.; Schwippert, K. (2003). The Use and Abuse of International Comparative Research on Student Achievement. European Educational Research Journal, 2(4).
Bos, W., Postlethwaite, T. N., Gebauer, M. M. (2010). Potenziale, Grenzen und Perspektiven internationaler Schulleistungsforschung. In Tippelt, R., Schmidt B.. Handbuch Bildungsforschung. 3. durchgesehene Auflage. Wiesbaden: VS.
Burns, T. & Schuller, T. (2007). The Evidence Agenda. In Centre for Educational Research and Innovation. (Ed.). Evidence in Education: Linking Research and Policy. Paris: OECD.
Council of the European Union. (2014). Council Conclusions of 20 May 2014 on Quality Assurance Supporting Education and Training. OJ C 183, 2014-06-14.
Dedering, K. (2009). Evidence Based Education Policy: Lip Service or Common Practice? Empirical Findings from Germany. European Educational Research Journal, 8(4), 484-496.
EACEA. (2007). Lifelong Learning Programme Transversal Programme. Derived from: http://ec.europa.eu/education/transversal-programme/doc/compendia/2007_en. pdf.
EACEA/Eurydice. (2009). National Testing of Pupils in Europe: Objectives, Organisation and Use of Results. Brussels: EACEA/Eurydice.
EPPI-Centre. (2017). Derived from: http://www.eippee.eu/cms/Default.aspx?tabid=3179
European Commission. (2003). European Union-supported Educational Research 1995-2003: Briefing Papers for Policy Makers. Luxembourg: Office for Official Publications of the European Communities.
European Commission. (2007). Towards more Knowledge-based Policy and Practice in Education and Training (SEC [2007] 1098).
European Commission. (2013).Commission welcomes Council's green light for Erasmus+. Derived from: http://europa.eu/rapid/press-release_MEMO-13-1087_en.htm
European Commission. (2016).Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions . Derived from: http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52016DC0941&from=DE
European Commission/EACEA/Eurydice. (2015). Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe. Brussels: Eurydice.
European Educational Research Association. (2017). Derived from: http://www.eera-ecer.de/
Eurydice. (2004). Evaluation of Schools Providing Compulsory Education in Europe. Brussels: Eurydice.
Eurydice. (2008). Level of Autonomy and Responsibility of Teachers in Europe. Brussels: Eurydice.
Eurydice. (2009). National Testing of Pupils in Europe: Objectives, Organisation and Use of Results. Brussels: Eurydice.
Gough, D., Tripney, J., Kenny, C., Buk-Berge, E. (2011). Evidence Informed Policymaking in Education in Europe: EIPEE Final Project Report. London: Institute of Education at University College London.
Hargreaves, A., Stone-Johnson, C. (2009). Evidence-informed Change and the Practice of Teaching. In Bransford J., Stipek D. J., Vye N., Gomez L. M. & Lam D. (Ed.). The Role of Research in Educational Improvement. Cambridge: Harvard Education Press.
Harlen, W. (2007). Assessment of Learning. London: SAGE.
Harris, D. N., Herrington, C. D. (2006). Accountability, Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century. American Journal of Education, 112(2), 209-238.
Marzano, R. J., Waters, T., McNulty, B. A. (2005). School Leadership that Works: From Research to Results. USA: ASCD & MCREL.
KMK. (2016). Gesamtstrategie der Kultusministerkonferenz zum Bildungsmonitoring. Berlin: KMK.
OECD. (2005). Formative Assessment-Improving Learning in Secondary Classrooms. Paris: OECD.
Prewitt, K., Schwandt, T. A., & Straf, M. L. (Ed.) (2012). Using Science as Evidence in Public Policy. Washington: National Academies Press.
Rolff, H.-G. (2007). Studien zu einer Thorie der Schulentwicklung. Weinheim: Beltz.
The Council of the European Union. (2009). Council Conclusions of 12 May 2009 on a Strategic Framework for European Cooperation in Education and Training ('ET 2020'). Official Journal of the European Union, 2009-05-28.
Visser, S. S. (2009). LISA 2009: The Leadership Cocktail: A Highly Contextual Mix. Netherlands: 1∶1 Marketing Communicatie.

[1]	史耀疆, 宋倩楠, 张馨月, 高源, 梁世斌, 张亚丽, 岳爱. 朝向高等级证据：中国儿童早期发展领域的知识演进及贡献[J]. 华东师范大学学报(教育科学版), 2024, 42(11): 74-94.
[2]	谢晨, 杨秀秀. 教育扩大中等收入群体的初步证据[J]. 华东师范大学学报(教育科学版), 2023, 41(10): 27-39.
[3]	黄斌, 李波. 因果推断、科学证据与教育研究——兼论2021年诺贝尔经济学奖得主的教育研究[J]. 华东师范大学学报(教育科学版), 2022, 40(4): 1-15.
[4]	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.
[5]	时晨晨. 美国基础教育项目效果评估经验何在？——基于25项高质量评估研究的主题文本分析[J]. 华东师范大学学报(教育科学版), 2022, 40(1): 43-59.
[6]	董洪亮. 基于证据的教研转向——基本概念问题的初步讨论[J]. 华东师范大学学报(教育科学版), 2021, 39(5): 108-115.
[7]	[意] 玛塔•佩莱格里尼（Marta Pellegrini） , [意] 朱利亚诺•维瓦内（Giuliano Vivanet） . 证据驱动的教育政策在欧洲的发展：举措与挑战[J]. 华东师范大学学报(教育科学版), 2021, 39(3): 23-32.
[8]	[美]罗伯特•斯莱文, 张志强, 庄腾腾. 证据驱动的教育改革如何推动教育发展[J]. 华东师范大学学报(教育科学版), 2021, 39(3): 14-22.
[9]	曾昭炳, 姚继军. 寻找“最佳证据”：如何运用元分析进行文献综述——以STEM教育对学生成绩的影响研究为例[J]. 华东师范大学学报(教育科学版), 2020, 38(6): 70-85.
[10]	底特里希·本纳, 李政涛, 彭韬. 教育实证研究的“德国视野”与“德国经验”——底特里希·本纳与李政涛、彭韬的对话[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 159-163.
[11]	程建坤, 陈婧. 教育实证研究:历程、现状和走向[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 150-158+174.
[12]	姜勇, 戴乃恩. 论“基于证据”的教育研究的限度——“文化存在论教育学”的视角[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 72-79+170.
[13]	刘善槐. 农村教育问题驱动下的量化研究[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 57-63+169.
[14]	尹弘飚. 教育实证研究的一般路径:以教师情绪劳动研究为例[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 47-56+168+169.