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RUSSELL 的演讲围绕“科学化”教育管理展开，回顾二十八年前在学区管理课程上的提议，并指出早期校长与教育管理者常凭经验解决本系统问题，缺乏跨情境比较与可检验的依据。文中强调科学的第一步是将事实相互比较，进而通过测量、建立常模与标准实现差异的量化。教育属于人的活动，因此将心理学的测量方法用于研究个体差异，推动对儿童心理运作、知识获得与技能固定的系统研究，形成教育科学发展的基础。",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-scientific-movementin-education-address/323033/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-scientific-movementin-education-address/323033.png","ImageObject",300,407,{"name":92,"@type":93},"Theodora","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Russell为什么认为需要在教育管理中引入“科学”方法？","Question",{"text":112,"@type":113},"因为早期学校系统往往被视为孤立实体，缺少跨系统比较；同时教育管理也缺乏可量化、可检验的依据。通过比较与测量，才能形成可依赖的答案。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"文章如何界定科学的起点？",{"text":117,"@type":113},"科学的第一步是将一个事实与另一个事实进行比较。只有在建立差异的测量与标准后，答案才可能以可靠形式被给出。",{"name":119,"@type":110,"acceptedAnswer":120},"心理学在教育科学化过程中扮演什么角色？",{"text":121,"@type":113},"Russell指出教育研究需要从人性出发，而心理学提供了研究个体差异的测量线索。通过对儿童心理能力与学习过程的系统研究，推动教育管理与教学的科学基础形成。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},323033,1790228193,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},687197207919,"https://ap-avatar.wpscdn.com/avatar/a000253d6f5f7c60be?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779446848396160552","97-84065-30Russell,James Earl  \nThe scientific movement ineducationNew York  \n1926  \n# COLUMBIA UNIVERSITY LIBRARIESPRESERVATION DIVISIONBIBLIOGRAPHIC MICROFORM TARGET\n\nORIGINAL MATERIAL AS FILMED-EXISTING BIBLIOGRAPHIC RECORD  \nReproductions may not bemade without permisslon from Columbia University Lbraries                \nRESTRICTIONS ON USE:  \nTECHNICAL MICROFORM DATA  \nREDUCTION BATIO:            /1/  \nIIB  \nMAGE PLACEMENT:IA  \nDATE FILMED:                    4-7-97INITIALS:         PB  \nTRACKING\\#:                                                                                              23410  \nFILMED BY PRESERVATION RESOURCES,BETHLEHEM,PA.  \n# THE SCIENTIFIC MOVEMENTIN EDUCATION\n\n2  \n194  \nBy  \nJAMES E.RUSSELL  \nDean of Tenchers CollegeColumbia Univeraity  \nBUREAU or PuBLICATIONSTrarhers nllege,DLmhia Hniuersttg  \nNEW YORK CITY  \n1926  \nuny  \n2  \n# THE SCIENTIFIC MOVEMENTIN EDUCATION*\n\nTWENTY-EIGHT years ago this month I proposed toI Charles B.Gilbert,then Superintendent of Schools inNewark,N.J,that he give in Teachers College a graduate coursein school administration.I told him that prospective school super-intendents would be his students,and that his task would be tohelp them anticipate the solution of the problems which wouldlater confront them in practice.He asked me how much waswanted,and when I replied that a course worthy of graduatecredit should be at least two hours a week throughout the year,he exclaimed,\"Why,man,I haven't enough to last six weeks!\"  \nHere was 8 superintendent of schools,one of the ablest of histime,who probably knew as much about educational adminis-tration as anyone in this country,whose stock in trade was s0limited that he could tell all he knew in a few hours.Why?Just because he knew only his own school system and the prob-lems that he himself had met.He,like other leading schoolsuperintendents,had faithfully attended meetings of this Asso-eiation and his state conventions;he had visited a few schoolsin other cities—chiefly for the purpose of recruiting teachers;and I assume he was familiar with the educational literature ofthe period.But nothing that he did,and nothing that was writ-ten in those days,gave him any basis of comparison of his ownwork with that done by others in different situations.Eachschool system was sufficient unto itself.Some of them were ofoutstanding excellence,and some superintendents were eminentlysuccessful in meeting the requirements of their particular posi-tions.I could name a dozen who were as outatanding and assuccesful in their way as any dozen who could be named to-day.The fact remains,however,that they were individualists,and  \n*Address given before the Department of Superintendence of the Na-tional Education Association,at Washington,D.C,February 25,1926.  \nmuch of their wisdom died with them.They were artists whopursued their eareers untroubled by the seientific foundations oftheir profession,and they were often impervious to the criti-cisms of those who tried to analyze their methods.  \nWhen one contrasts the prevailing ignorance of thirty yearsago,ignorance of facts pertaining to all kinds of schools in allkinds of situations,with what is known to-day with respect tothe business management of school systems,including finance,accounting,building programs and school equipment,to saynothing of the light cast upon school procedure by the newpsychology,one is impresed with the magnitude of the changewhich has come about under our own eyes.It is this changewhich gives the title to this paper;it is the scientific movementin education.  \nThe first step in science is taken when one fact is comparedwith another fact.So long as each school system was con-sidered an entity in itself there was no possibility of developinga science of school administration;but as soon as one systemWas set over against another system,differences were observed,differences in school organization,in maintenance,in buildingsand equipment,in length of school term,in curriculum,in metho","cbCaittALh7WExVT","https://ap.wps.com/l/cbCaittALh7WExVT","pdf",519744,12,"English","# THE SCIENTIFIC MOVEMENT IN EDUCATION\n## Background and rationale\n## Science through comparison and measurement\n## Role of psychology and individual differences","[{\"question\":\"Russell为什么认为需要在教育管理中引入“科学”方法？\",\"answer\":\"因为早期学校系统往往被视为孤立实体，缺少跨系统比较；同时教育管理也缺乏可量化、可检验的依据。通过比较与测量，才能形成可依赖的答案。\"},{\"question\":\"文章如何界定科学的起点？\",\"answer\":\"科学的第一步是将一个事实与另一个事实进行比较。只有在建立差异的测量与标准后，答案才可能以可靠形式被给出。\"},{\"question\":\"心理学在教育科学化过程中扮演什么角色？\",\"answer\":\"Russell指出教育研究需要从人性出发，而心理学提供了研究个体差异的测量线索。通过对儿童心理能力与学习过程的系统研究，推动教育管理与教学的科学基础形成。\"}]","THE SCIENTIFIC MOVEMENTIN EDUCATION - Address | PDF",1789964168]