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循证教育强调以证据支持教育决策，旨在提升教育质量，但其核心分歧在于如何界定“证据”。受循证医学影响，随机对照试验常被视为权威标准。然而课堂情境复杂多变，单一证据标准易脱离具体教育实践。相应地，数智时代使证据来源更丰富复杂，需警惕唯科学主义与技术崇拜，重申教师专业判断与人文关怀的不可替代性。综合性证据观主张兼顾研究证据与实践证据，突出教师经验与教育智慧在辨析证据适切性、实现情境化转化中的关键作用。在此基础上，构建日常教学中的循证实践路径，引导教师从真实问题出发，通过情境分析整合多元证据，形成可执行的改进方案，并在实施行动与反思中持续生成新证据，促进研究与实践的双向互动，推动课堂持续改进，最终指向学生成长。
Abstract：Evidence-informed education emphasizes using evidence to guide educational decision-making in order to improve educational quality, yet its central dispute concerns how “evidence” should be defined. Influenced by evidence-based medicine, randomized controlled trials are often treated as the authoritative benchmark. However, classroom contexts are complex and fluid, and reliance on a single evidentiary standard can easily become disconnected from situated educational practice. At the same time, the digital and intelligent era has made evidence sources more diverse and more complex, which calls for vigilance against scientism and technocentrism and for reaffirming the irreplaceable role of teachers' professional judgment and humanistic care. A comprehensive view of evidence therefore advocates integrating research-based evidence with practice-based evidence, highlighting teachers' experience and pedagogical wisdom as crucial for judging evidence appropriateness and translating it into context-sensitive practice. Building on this view, it is necessary to develop an evidence-informed practice pathway embedded in everyday teaching—one that starts from authentic problems, integrates multiple forms of evidence through contextual analysis, produces actionable “micro-improvement” plans, and continuously generates new evidence through iterative cycles of implementation and reflection. In doing so, it strengthens the two-way interaction between research and practice, supports sustained classroom improvement, and ultimately advances students' growth.
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基本信息:
中图分类号:G420
引用信息:
[1]沈辉,周钧.循证教育证据观的争论、整合与实践[J].教师教育论坛,2026,39(01):37-45.
基金信息:
2017年度教育部人文社会科学重点研究基地重大项目“中国教师教育质量保障的制度研究”,项目批准号(17JJD880003)
2026-02-15
2026-02-15