Objectives To survey the domestic research situation of evidence-based education through visual studies. To summarize the utilization of education evidence in China and promote the process of evidence-based practice concepts and methods application in social science fields, so as to facilitate the domestic evidence-based research towards more scientific and practical. Methods WanFang Data and CNKI databases were searched to collect evidence-based education literatures from inception to December, 2017. Tableau and UCINET software were used to conduct visual and co-word analysis of study types, regions, staff, time, foundation/government support and key words. The social evidence based research situation was sketched. Results A total of 54 literatures were included. Beijing and Guangdong province published the most literatures, followed by Zhejiang province and Tianjin municipality. The quantity of literatures published in 2014 reached the peak of 11 articles, followed by 2016 and 2017, and relatively few in remaining years. We found that " evidence-based pedagogy” owned the highest frequency through building core keywords matrix. Conclusions Evidence-based education in China is still at an early stage. Introduction and promotion is currently the main content. There exists problems remaining in the development of evidence-based education, for instance disjointedness of theory and practice, regional unbalance, and deficiency of original-research. It is still a long way to go.
Citation：
LIANG Youdao, BAI Zhenggang, NAN Zhaojun, LI Huiju. Research on the application of evidence-based education concepts and practice in China. Chinese Journal of Evidence-Based Medicine, 2019, 19(2): 225-231. doi: 10.7507/1672-2531.201807128
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Copyright © the editorial department of Chinese Journal of Evidence-Based Medicine of West China Medical Publisher. All rights reserved
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- 1. 许爱红. 基于证据的教育及其对我国教育发展的启示. 教育理论与实践, 2011, (25): 16-19.
- 2. 杨文登. 循证教育学理论及其实践-以美国有效教学策略网为例. 宁波大学学报 (教育科学版), 2012, 34(4): 5-10.
- 3. Hargreaves DH. In defense of research for evidence-based teaching: a rejoinder to Martyn Hammersley. Br Educ Res J, 1997, 23(4): 405-419.
- 4. Office of Public Affairs (ED). No child left behind: a parents guide. Washington, DC: ERIC, 2003.
- 5. 杨明山, 晋永, 王尔亮, 等. 新兴学科循证教育学的兴起、现状与展望. 中国高等医学教育, 2015, (9): 23-24.
- 6. U.S. Department of Education. Student achievement and school accountability conference 2002. Available at: https://www2.ed.gov/admins/lead/account/sasaconference02.html.
- 7. 魏东海, 王心旺. 广州教育综合实力循证分析. 中山大学学报论丛, 2002, 22(6): 216-219.
- 8. 李欢, 杨爱佳, 李登钰, 等. 循证理念视域下听障儿童言语康复方法研究. 中国特殊教育, 2016, (3): 36-43.
- 9. 李芳, 孙玉梅, 邓猛. 美国自闭症儿童教育中的循证实践及启示. 外国教育研究, 2015, 42(2): 66-78.
- 10. 米砚田. 义务教育阶段的中小学学生喜欢上音乐课吗?2001–2010 年中国中小学音乐课程改革调查类研究的系统评价. 艺术教育, 2014, (2): 67.
- 11. 杨化. 美国高校循证项目 (WIDER) 分析及对当前大学生社会实践的启示. 河北师范大学学报 (教育科学版), 2014, (5): 123-127.
- 12. 秦建平, 王妍. 现代治理视域下教育政策" 三段 N 维”循证评价模型建构. 教育导刊, 2014, (9): 33-36.
- 13. 曾玉山, 王健. Evidence-based practice: a new paradigm in development of special physical education practice. 武汉体育学院学报, 2017, 51(9): 12-17.
- 14. 陈立鸿. 让教育理论走进教育实践. 天津教育, 2011, (2): 29-30.
- 15. 方俊明, 雷江华, 李伦, 等. 特殊教育学. 北京: 人民教育出版社, 2005.
