Teachers’ Roles in Evidence-based Educational Reform in China
The evidence-based educational reform was initiated in the field of medicine and now has become a cutting-edge reform wave in the world. As a new pattern of educational reform, it aims to optimize educational decision-making and practice and promote the improvement of education quality, using scientific research evidence. Contrary to experience-based traditional education practice, evidence-based education emphasizes scientific support and data collection, transforms the individual experience into replicable regional experience, and provides scientific basis for implementation of educational policies, strategies and programs.
Evidence-based Education, Reform
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3):166-173. DOI: https://doi.org/10.1177/0022487100051003002
Liu, Y.X. (2021). Tracing Back to the Root: Teaching Research Originated from the Local Practice in China. Journal of East China Normal University (Educational Sciences), 39(5):85-98. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2021.05.005
Pei, M., Jin, W., Li, X.Y., Liu, J., & Liu, Q.R. (2020). Evidence-based Teacher Education Practice: Connotation, Values and Operational Mechanism. Teacher Education Research, (4):1-8. DOI: https://doi.org/10.13445/j.cnki.t.e.r.2020.04.001
Zhou, S. (2021). The role of China’s educational research system in promoting evidence-based reform in education: A case study of Jiangsu province. Best Evidence in Chinese Education, 9(2):1227-1241. Doi: https://doi.org/10.15354/bece.21.or067
Zhu, X.D., & Zhu, Z.Y. (2020, September 1). Building an evidence-based education system and promoting scientific and professional educational decision-making and practice. Guangming Daily, 09-01, P13. Retrieved from: https://epaper.gmw.cn/gmrb/html/2020- 09/01/nw.D110000gmrb_20200901_2-13.htm
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.