The Evidence-based Transformation of Teaching Research: Preliminary Discussion on Basic Concepts

Dong Hongliang

doi:10.16382/j.cnki.1000-5560.2021.05.007

Volume 39 Issue 5

May 2021

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2021 > 39(5): 108-115

Dong Hongliang. The Evidence-based Transformation of Teaching Research: Preliminary Discussion on Basic Concepts[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(5): 108-115. doi: 10.16382/j.cnki.1000-5560.2021.05.007

Citation:

Dong Hongliang. The Evidence-based Transformation of Teaching Research: Preliminary Discussion on Basic Concepts[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(5): 108-115. doi: 10.16382/j.cnki.1000-5560.2021.05.007

Citation:

PDF( 524 KB)

The Evidence-based Transformation of Teaching Research: Preliminary Discussion on Basic Concepts

doi: 10.16382/j.cnki.1000-5560.2021.05.007

Dong Hongliang

Teaching Research Office of Primary and Secondary Schools in Jiangsu, Nanjing 210013, China

Publish Date: 2021-05-20

Abstract

Abstract

In order to better realize the evidence-based teaching research transformation, it is necessary to investigate the basic concepts related to this transformation. The professional particularity of teaching research work lies in “teaching guidance”. The on-the-spot and interactive characteristics of “teaching guidance” not only put forward requirements for the main research methods of teaching research personnel, but also provide guidance for the expansion of the connotation of “evidence”, “argumentation” and other related concepts, and prompt us to pay attention to the key issues such as the source of evidence, the type of evidence, the continuity of evidence, the form of argumentation, and the acceptance of evidence.
- teaching research,
- evidence,
- argumentation,
- evidence theory

FullText(HTML)

References(9)

References

[1]	布迪厄, 华康德. (2004). 实践与反思(李猛, 李康译). 北京: 中央编译出版社.
[2]	董碧蓉主编. (2008). 循证临床实践. 北京: 人民卫生出版社.
[3]	董洪亮. (2018). 教研工作专业化研究的几个基本问题. 上海课程教学研究,(2),11—16.
[4]	顾泠沅. (2014). 口述教改——地区实验或研究纪事. 上海: 上海教育出版社.
[5]	郭伟和. (2014). 后专业化时代的社会工作及其借鉴意义. 社会学研究,(5),217—240.
[6]	沃尔顿. (2010). 律论证与证据(梁庆寅等译). 北京: 中国政法大学出版社.
[7]	杨文登, 叶浩生. (2010). 缩短教育理论与实践的距离: 基于循证教育学的视野. 教育研究与实验,(3),11—17.
[8]	赵康. (2000). 专业、专业属性及判断成熟专业的六条标准—一个社会学角度的分析. 社会学研究,(5),32—41.
[9]	Marope, P. T. M (2014). 《教育展望》: 反思和展望. 教育展望(中文版),(3),1—3.