应对教育挑战：质量提升的必要革命

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"本文探讨了教育领域所面临的前所未有的挑战，特别是质量问题，作者Richard E. Schutz强调了教育研究、发展和改进的重要性。随着学生人口的持续增长，教育系统正面临从数量到质量的转变，这被Francis Keppel（1966）称为美国教育的“必要革命”。这场革命不仅涉及对当前教育质量的描述和辩护，更需要通过实证方法展示教育的实质性改进。教育的改进并不神秘，可以参照生活中其他领域的改善标准来衡量，例如效用、效果的可靠性、时间和成本。通过提升表现、优化教学方法、增强学习效果、提高效率以及降低成本，教育改进得以实现。在教育研究和开发过程中，创新的教学策略、有效的评估机制以及适应性学习技术的应用都是关键组成部分。教育研究是推动这一进程的基础，它旨在理解学习过程的本质，发现新的教学理念，并评估其对学生学习成绩和整体发展的潜在影响。发展则关注将这些研究成果转化成实践，如设计新的课程、开发教育工具和技术，以及创建支持教师专业成长的培训项目。改进则侧重于持续监控和调整教育系统，以确保其始终与社会、经济和科技的发展保持同步，满足不断变化的学生需求。在这个过程中，政策制定者、教育工作者、研究人员和社区成员需要紧密合作，共同探索如何在扩大教育规模的同时，确保教育质量的提升。这可能包括采用数据驱动的决策、实施个性化学习、利用技术增强教育体验以及培养学生的21世纪技能，如批判性思维、创新能力和社会情感学习。教育的研究、开发和改进是应对当前教育挑战的核心策略，它要求我们超越传统的教育模式，寻求能够提升教育质量和效益的新途径。通过系统性的努力和多方面的合作，我们可以推动教育领域的持续改进，以更好地服务于学生和社会。"

RESEARCH, DEVELOPMENT, AND IMPROVEMENT IN EDUCATION’

RICHARD

SCHUTZ

Southwest

Regional

Laboratmy

for

Educalional

Research

and

Developmat

There are unprecedented problems facing school personnel today. As Francis

Keppel

(1966)

has pointed out, the quantitative expansion of an ever-increasing

pupil population has been steadily evolving for almost a century. There are estab-

lished precedents for attacking the current quantitative problems. However, the

new pressure is qualitative in nature. Keppel sees this emphasis on quality as the

“necessary revolution” in American education. The nation’s schools have always

been (‘good’’ by definition. The necessary revolution goes beyond describing

justifying current quality.

involves an empirical demonstration of educational

improvement.

One need not retreat into the mystical aura with which educators have tradi-

tionally surrounded the term “improvement.” Improvement in education can be

gauged along the same dimensions used to assess improvement in other sectors of

life; utility, reliability of effect, time, and cost. Educational improvement is

at-

tained by enhancing performance on any one or more of these dimensions without

concomitant decrements in the remaining dimensions.

do not mean to imply that educators have opposed or even resisted improve-

ment; they have simply placed it in the same category as the flag and mother. Much

greater effort has been devoted to studying educational improvement than to

demonstrating it. This study has led to the development of many myths for educa-

tional “change.”

should like to enumerate a few of these myths, which are fre-

quently referred to euphemistically as “models.”

MYTHICAL MODELS

CHANGE

The

alchemist

myth is one to which educational researchers have contributed

significantly. This involves the “translation of research into classroom practice.’’

The more rapidly we admit that educational research as currently defined has no

more direct relationship to educational practice than base metals have to gold, the

better off the researcher and school man will both be. The extrapolation of research

findings into school applications is

not

an easy and direct process which happens

naturally, without effort. We currently lack “translation” procedures.

The

great man

theory is another myth to which school administrators have

contributed.

implies that there is an isomorphic relationship between adminis-

trative policy and classroom practice. My very brief administrative experience has

been sufficient to convince me that the gap between administrative policy and opera-

tions

at least equal to that between the research report and operations.

The

copycat

model

attribute primarily to various private institutions.

Several foundations appear to have adopted a policy of investing in school programs

which are labled “research” to take advantage

the positive connotations of the

term but which have been pre-judged as “desirable” before the investment. The

programs are given visability with the expectation that they will be imitated else

where.

such imitation has occurred in the past, its effect has not been obvious.

The

total

destruction

myth may be attributed to the outspoken critics of the

’Paper delivered at the Annual Meeting

the California Educational Research Association,

Los

Angeles, California, March,

1967.

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