CAJ | 학술논문

基于证据的教育研究的盛行，反映了英美等国家教育实践和政策领域新出现的一种重效果和重技术主义的取向，它同时也折射出传统实证主义取向的科学理论研究和人文主义取向的质性研究，在面对实践时的无力感和极为尴尬的处境。然而，基于证据的教育研究不应也不能超越甚至替代传统研究，它的单一性效果关注很可能为教育实践带来更大的隐患。教育专业研究者在对此报以警惕的同时，更需要内省的是如何结束目前内部话语纷呈的分离格局，并建立最广泛意义上的专业共识。
기우증거적교육연구적성행，반영료영미등국가교육실천화정책영역신출현적일충중효과화중기술주의적취향，타동시야절사출전통실증주의취향적과학이론연구화인문주의취향적질성연구，재면대실천시적무력감화겁위감개적처경。연이，기우증거적교육연구불응야불능초월심지체대전통연구，타적단일성효과관주흔가능위교육실천대래경대적은환。교육전업연구자재대차보이경척적동시，경수요내성적시여하결속목전내부화어분정적분리격국，병건립최엄범의의상적전업공식。
The prevalence of evidence-based educational research reflects an emerging orientation in western educational practices and policies, which puts great emphasis on effects and technicism. In a way, it also reveals that speaking of application, the traditional positivism-oriented scientific theoretical research and the humanism-oriented qualitative research both have fallen into a plight of helplessness and embarrassment. Nonetheless, the evidence-based educational research should not and cannot surpass or replace traditional research, because its exclusive focus on effects may incur more serious potential dangers in educational practice. What the educational researchers should do is to keep alert to those dangers and think over how to end this separated situation of varied and complicated discourses, and to aim at reaching the professional consensus in the most comprehensive sense.