华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2025, Vol. 43 ›› Issue (10): 1-9.doi: 10.16382/j.cnki.1000-5560.2025.10.001

• 专题：教育研究方法 •    

教育研究方法创新的三重“加法”：问题+方法 理论+数据 技术+协作——专访首届“全球教育研究方法创新奖”获得者Herb Marsh教授

王晨娅1,2, 严蒙蒙1, 董辉1, [澳]赫伯·马什3   

  1. 1. 华东师范大学教育管理系，上海 200062
    2. 美国犹他大学教育领导与政策系，盐湖城 84112
    3. 澳大利亚凯斯林大学积极心理学与教育研究所，悉尼 2060
  • 出版日期:2025-10-01 发布日期:2025-10-09

The Triple “Addition” in Innovating Educational Research Methods: Problem + Method, Theory + Data, Technology + Collaboration: An Interview with Professor Herb Marsh, the First Recipient of the “Global Innovation in Educational Research Methods Award”

Chenya Wang1,2, Mengmeng Yan1, Hui Dong1, Herb Marsh3   

  1. 1. Department of Educational Management, East China Normal University, Shanghai 200062, China
    2. Department of Educational Leadership and Policy, University of Utah, Salt Lake City 84112, American
    3. Institute for Positive Psychology and Education, Australian Catholic University, North Sydney 2060, Australia
  • Online:2025-10-01 Published:2025-10-09

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摘要：

当前世界已进入“大科学”时代，学术研究和科技创新面临前所未有的挑战与机遇。在此背景下，深化教育研究方法的创新和运用，对于促进中国教育学科研究范式变革和构建自主知识体系具有重要意义。如何实现教育研究方法、理论与实践之间的良性互动，以迎接未来教育研究的挑战，成为中国教育研究者亟须共同探讨的现实难题。为此，华东师范大学教育管理学系师生团队邀请“全球教育研究方法创新奖”首届获得者之一赫伯·马什教授进行了对谈。马什教授结合在自我概念领域的研究经验，展示了如何通过“实质性—方法论协同”实现教育研究方法的创新，深入阐述了教育研究方法创新的三重“加法”：以“问题+方法”驱动教育研究的持续创新；以“理论+数据”促进教育研究的推陈出新；以及以“技术+协作”应对教育研究的全新挑战。

关键词: 教育研究方法, 实质性—方法论协同, 自我概念, 大鱼小池效应

Abstract:

In the era of “big science,” academic research and technological innovation face unprecedented challenges and opportunities. Against this backdrop, deepening the innovation and application of educational research methods is paramount for promoting paradigm shifts in educational research in China and building an independent knowledge system. How to achieve a positive interaction between educational research methods, theories, and practices to meet the challenges of future educational research has become a pressing issue for Chinese educational researchers to address collectively. To address this issue, a team of faculty and students from the Department of Educational Management at East China Normal University invited Professor Herb Marsh, one of the first recipients of the Global Innovation in Educational Research Methods Award, for an in-depth conversation. Drawing on his research experience in the field of self-concept, Professor Marsh demonstrated how the collaboration between substantive and methodological approaches can drive the innovation of educational research methods. He elaborated on the triple “addition” in educational research methods innovation: the “problem + method” approach to continuously driving innovation in educational research, the “theory + data” approach to fostering the renewal of educational research, and the “technology + collaboration” approach to addressing new challenges in educational research.

Key words: educational research methods, substantive-methodological synergy, self-concept, big-fish-little-pond effect