全球教育展望

英国教育部围绕循证教学在学校落地的现状及影响因素问题，对英格兰学校展开了为期两年的实证调查。调查有以下几点发现：一是循证教学在学校落地过程中面临着外部研究证据的价值认同、高质量证据的获取、证据的情境性应用三重困境；二是成功落实循证教学的学校具有以融合研究证据和实践智慧为导向、以学校领导为筛选和传播证据的核心力量、以“基于证据的反思与改进”文化为支撑、以高校专家为强大助推力的四大共性，学校的战略领导力是促使循证教学在学校成功落地的关键因素。这启发我们在推行循证教学的过程中，需以“语境证据主义”价值观为引领，形成对循证教学的合理认识；构建循证式领导力培养体系，激发学校领导层的能动性；搭建循证科研与教学互动平台，发挥高校专家的研究优势；开展系统的循证教学实践培训，提升教师的循证教学意识和能力；建设开放性的证据资源库，提供获取研究证据的渠道。

The UK Department for Education has conducted a two-year empirical investigation into schools in England, focusing on the current situation and influencing factors of evidence-informed teaching. The findings are as follows: First, evidence-informed teaching is faced with three dilemmas in the process of school implementation: value identification of external research evidence, acquisition of high-quality evidence, and situational application of evidence; Second, schools that have successfully implemented evidence-informed teaching have four commonalities: integration of research evidence and practical wisdom as the guidance, school leaders as the core force of screening and spreading evidence, evidence-based reflection and improvement culture as the support, and university experts as the strong driving force. The strategic leadership of the school is the key factor to promote the successful implementation of evidence-informed teaching in the school. This suggests that in the process of carrying out evidence-informed teaching, we should take the value of “contextual evidentialism” as the guide to form a reasonable understanding of evidence-informed teaching, build an evidence-informed leadership training system to stimulate the initiative of school leadership, build an interactive platform for evidence-informed research and teaching to give full play to the research advantages of university experts, carry out systematic practice training of evidence-informed teaching to enhance teachers' awareness and ability of evidence-based teaching, build an open evidence resource base, and provide channels for obtaining research evidence.