可见的学习：未完成的故事

摘要

John Hattie’s book Visible Learning provoked widely attention and debates around the world in education once published. He has synthesised 800 meta-analyses from 1980s to the present and put forward an educational theory of visible learning on the basis of evidence. The methodology and theory construction of John Hattie’ research is analyzed and discussed: while his methodology contributes to the scientification of pedagogical knowledge, his theory has some drawbacks that it has neglected school outcomes besides student achievement and the effect of some extra-school factors. Finally, it is pointed that future education entails the integration of two different perspectives, one is the perspective of positivism that is based on evidence and attended to universal laws, the other is the micro-perspective that follows the instinct and respects individuality.%约翰·哈蒂的著作《可见的学习》（visible learning）一经面世即引起了全球教育界的关注和讨论。约翰·哈蒂对二十世纪八十年代至今的800多份元研究进行了综合分析，同时在证据的基础上提出了“让教与学看得见”的教学理论。本文将对约翰·哈蒂采取的实证研究与理论建构进行分析和讨论——其采用的方法有助于教育知识的科学化，同时指出其理论的不足之处，即忽略了学业成就以外的学校教育结果，忽略了学校外部因素对学业成就的影响。本文最后指出教育的未来需要两种视角的整合，一是基于证据、关注普遍规律的实证主义视角，二是依循直觉、尊重个体差异的微观视角。