教育实证研究的一般路径:以教师情绪劳动研究为例

doi:10.16382/j.cnki.1000-5560.2017.03.005

摘要/Abstract

摘要： 和偏重实证主义认识论和实验方法的“证据为本的教育研究”相比，既强调证据为本、又重视方法多元的实证研究对我国当前的教育研究来说尤为必要。它提倡教育研究者依据严谨的量化或质性探究所得的证据，抽象出经得起逻辑检验的关于特定对象的论断。对中国内地教师情绪劳动的量化与质性探究的介绍展示了教育实证研究的一般路径，即由回顾、反复搜寻和再概念化组成的3R之旅。教育实证研究者应注意理论与实践之间的辩证关系，在理念与经验的平稳转换中丰富我们的理解，并促进知识的增长。

关键词: 情绪劳动, 教师, 教学, 教育实证研究

Abstract: Unlike the evidence-based educational research which emphasizes the positivist epistemology and experimental methods, empirical research featuring evidence-based and diverse methods seems particularly important for contemporary educational research in China. Empirical educational researchers advocate that all claims about specific objects are based on the evidence obtained from rigorous quantitative or qualitative inquiry, which can be well examined by human logic. The investigation on teachers' emotional labor in mainland China presents an approach to empirical educational research, that is, the 3R journey consisting of re-view, re-search, and re-conceptualization. It's argued in this article that the empirical educational researchers should pay attention to the dialectical relationship between theory and practice, and ensure the smooth transfer between the ideas and the experiences in order to enrich our understanding and increase human knowledge.

Key words: emotional labor, teacher, teaching, empirical educational research

尹弘飚. 教育实证研究的一般路径:以教师情绪劳动研究为例[J]. 华东师范大学学报(教育科学版), 2017, 35(3): 47-56+168+169.

YIN Hongbiao. Approach to Empirical Educational Research: A Case Study of Teachers' Emotional Labor[J]. Journal of East China Normal University(Educationa, 2017, 35(3): 47-56+168+169.

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