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“循證”理念的內(nèi)涵辨析及其對(duì)教育政策研究發(fā)展的影響
柏榮 2021/12/12 10:21:30
（接上頁(yè)）障也是EBEP研究深入實(shí)踐要深入探索的問(wèn)題。從當(dāng)前教育政策實(shí)踐來(lái)看，保障證據(jù)類(lèi)型與來(lái)源的多元，確保在證據(jù)運(yùn)用過(guò)程中的開(kāi)放和參與，健全研究者的研究意識(shí)與“循證”責(zé)任觀，培養(yǎng)決策過(guò)程中的“證據(jù)”文化，養(yǎng)成決策相關(guān)主體的“證據(jù)”意識(shí)與“證據(jù)”參與技能，是超越制度性局限有效地實(shí)踐EBEP的必然路徑。
四、結(jié)束語(yǔ)
總之，作為一種教育政策領(lǐng)域新興的思潮，盡管EBEP已經(jīng)取得了豐富的成就和廣泛的影響，但是實(shí)踐中仍然需要對(duì)其內(nèi)涵與特點(diǎn)有清晰的認(rèn)識(shí)。作為一項(xiàng)由政府率先倡行的理念，研究者需要更多地從科學(xué)和有效運(yùn)用的角度進(jìn)行建構(gòu)性研究，從而推進(jìn)其更有效地服務(wù)于實(shí)踐。不久的將來(lái)，大批成熟的EBEP的理論與實(shí)踐研究出現(xiàn)，必將極大地提升教育政策的科學(xué)研究與實(shí)踐質(zhì)量。
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