【作 者】：
梁林梅， 蔡建东， 耿倩倩
【关 键 词 】：
学习科学； 教育系统变革； 教育政策； 基于设计的研究（DBR）； 基于设计的实施研究（DBIR）
【栏 目】：
理论探讨
【中文摘要】：
学习科学将学习理论创新与教育实践变革视为同等重要的双重使命。为了进一步解决科学研究的知识发现与教育实践改进难以同步的现实问题，学习科学共同体在基于设计的研究（DBR）方法论的基础上，又提出了基于设计的实施研究（DBIR）。文章在回顾DBR的基础上，总结和分析了DBIR的四个核心原则；探讨了DBIR所倡导的“研究者—政策制定者—实践者”三元协同的新型伙伴关系，提出了促进学习科学研究向教育实践转化的以新型学习观为基础的“三要素—三层次—三角色”系统变革模型；建议通过更新教育实践者和决策者的学习观、构建“研究—政策—实践”三位一体的应用学习科学实践共同体和基于研究和证据的教育政策制定等途径，来达成基础理论创新和教育实践变革的双重目标。
【英文摘要】：
Learning sciences regard the innovation of learning theories and the reform of educational practice as dual missions of equal importance. In order to further solve the practical problem that the knowledge discovery in scientific research and the improvement of educational practice are difficult to synchronize, the community of learning sciences has proposed design-based implementation research (DBIR) on the basis of the design-based research (DBR) methodology. Based on the review of DBR, this paper summarizes and analyzes four core principles of DBIR, discusses the new ternary cooperative partnership of researchers, policy makers, and practitioners advocated by DBIR, and proposes the "three elements-three levels-three roles" model of systematic change based on a new view of learning to facilitate the transformation of the learning scientific research into educational practice. It is suggested that the dual goals of innovation in basic theory and reform in educational practice can be achieved through updating the learning concept of educational practitioners and decision-makers, building a trinity of research-policy-practice communities of practice in applied learning science, and formulating educational policies based on research and evidence.