摘要
“可见的学习”其全球迁移呈现三种典型模式:一是英语国家的政策嵌入型接纳,依托新自由主义治理逻辑快速融入教育政策;二是德国、日本及北欧的学术对话型转化,通过地方学术空间批判性转译,实现本土化;三是北美的商业驱动型扩散,借由市场化运作形成教育服务产品。在全球迁移中,“可见的学习”其形式持续重构,但核心逻辑保持稳定,即满足当代教育治理对科学合法性的需求。政策紧迫性、学术反思与市场效率等多重时间逻辑影响“可见的学习”在不同国家的重构方式和传播效果。
As a typical case,the global transfer of Visible Learning exhibiting three modes:policyembedded reception in Anglophone countries,where it rapidly integrates into educational policies due to its compatibility with neoliberal governance logics;academic dialogue-based transformation in Germany,Japan,and Nordic countries,critically recontextualising through local academic spaces;and commercially-driven diffusion in North America,assembling into educational service products through market-oriented operations.In its global transfer,the form continuously morphs while preserving its essential properties—namely,meeting contemporary educational governance's demand for scientific legitimacy.Multiple temporalities including policy urgency,academic reflection,and market efficiency influence its patterns of spatial reconfiguration and effects across different countries.
作者
伍绍杨
彭正梅
WU Shaoyang;PENG Zhengmei(Institute of International and Comparative Education,Southeast Asia Cultural Education Research Center,South China Normal University,Guangzhou Guangdong 510631;Institute of International and Comparative Education,East China Normal University,Shanghai 200062)
出处
《比较教育研究》
北大核心
2026年第3期92-101,共10页
International and Comparative Education
基金
2023年度国家资助博士后研究人员(B、C档)计划(项目编号:GZC20230871)。
