研学实践教育目标落实偏离的影响因素与优化策略

Influencing Factors and Optimization Strategies for the Deviation in the Implementation of Research-Based Learning Practice Education Goals

摘要: 研学实践教育是落实立德树人、促进学生知行合一的重要路径，但在现实推进中仍存在目标落实偏离现象。基于扎根理论，本研究以浙江省研学实践教育为对象，通过半结构化访谈与非参与式观察，对相关资料进行系统分析。研究发现，当前研学实践教育目标落实偏离主要表现为实践过程空心化、情感目标知识化、育人目标短期化、评价实施形式化和实施保障失衡。其成因主要在于学习发生条件不足、短期目标导向强化、治理与资源配置失配以及评价反馈机制失真。为推动研学实践教育目标真正落地，应从目标分层与任务转化、校地协同、教师专业支持、过程性评价和实施保障等方面加以改进。

Abstract: Research-based learning practice education serves as a pivotal approach to implementing the principle of “fostering virtue through education” and promoting the integration of knowledge and practice among students. However, deviations in the realization of its intended goals persist in practical implementation. Grounded in the grounded theory, this study takes research-based learning practice education in Zhejiang Province as the research object, and systematically analyzes relevant data through semi-structured interviews and non-participatory observations. The findings indicate that the current deviations in goal implementation primarily manifest in five dimensions: the hollowing-out of the practice process, the intellectualization of emotional goals, the short-termization of educational goals, the formalization of evaluation implementation, and the imbalance in implementation support. The underlying causes include insufficient conditions for learning occurrence, the reinforcement of short-term goal orientation, mismatches between governance systems and resource allocation, and the distortion of evaluation feedback mechanisms. To ensure the effective achievement of research-based learning practice education goals, targeted optimizations should be carried out in terms of goal stratification and task transformation, school-local collaborative governance, professional support for teachers, process-oriented evaluation, and implementation guarantee systems.