進來英美兩國的政策決定者與實務工作者對於教育研究的品質與實用性，產生不少質疑。他們呼籲教育要有一種重視證據的文化。基於證據本位教育研究提倡者的主張，本文嘗試描述證據本位教育研究的意涵，並闡示研究者(包括教師為研究者)如何能將研究與教學實際結合，以產生更多實效證據。

Questions about the quality and relevance of educational research have recently been raised by policy makers and educational practitioners in UK and the United State. They call for a culture in which evidence is valued. Based on the claims of evidence-based educational research advocators, this article tries to depict the meanings of evidence-based educational practices including research on teaching, and to illustrate how researchers (including teachers as researchers) can link their research to teaching practices to produce more pragmatic evidences.