Abstract:

Evidence-based education has become a new educational research paradigm, and issues such as its ontological connotation, conceptual propositions, methodological characteristics, and implementation orientation need to be studied urgently. In terms of connotation, evidence-based education takes the consistency between educational practice and educational laws, theories, and policies as the research object, and uses scientific complete evidence to shorten the distance between educational laws, theories, policies, and practices, and plays the function of dynamic adjustment, improvement and optimization during the process. From a conceptual perspective, the idea of evidence-based education embodies the focus of educational research on the verification process, evidence, and rational facts. The effectiveness of evidence-based education is reflected in the multiple optimizations of evidence, its systematization comes from the rational coordination of implementation, and its consistency comes from the regression of rational judgment of facts. In implementation, from the perspective of diagnosing educational practice problems, evidence-based education can be used as a technology; from the perspective of improving educational theory, evidence-based education can be used as a method; from the perspective of formulating educational policies, evidence-based education can serve as a path.

Key words: evidence-based education, educational decision, educational policy, evidence-based, evidence