方法对比

	项目评估	课程分析	Design-Based Research
领域	田野方法	田野方法	田野方法
方法族	Process / pipeline	Process / pipeline	Process / pipeline
起源年份	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1949 (Tyler); 1980s–2000s (Posner's analytic framework)	1992
提出者	Michael Scriven; Daniel Stufflebeam; Peter Rossi	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)	Ann L. Brown and Allan Collins (independently, 1992)
类型	Applied evaluation methodology	Qualitative / mixed document analysis	Interventionist qualitative-quantitative mixed methodology
开创性文献	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
别名	evaluation research, program assessment, educational evaluation, systematic program evaluation	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal	DBR, design research, design experiment, educational design research
相关	3	6	6
摘要	Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes.	Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.