专题一

教育实证研究方法的范式问题与反思

  • 姚计海
展开
  • 北京师范大学教育学部, 北京 100875

网络出版日期: 2017-05-16

Research Paradigm Issues and Reflection on Educational Empirical Research Methods

  • YAO Jihai
Expand
  • Faculty of Education, Beijing Normal University, Beijing 100875, China

Online published: 2017-05-16

摘要

一门学科称之为科学的关键在于它有系统的、区别于其他学科的研究方法体系。对于教育学的学科发展而言,研究方法决定着教育学的科学性质。分析国际教育研究方法的基本范式运用情况,探讨我国教育实证研究方法存在的范式问题,探索我国教育研究方法的发展趋势,有助于提高我国教育研究整体水平。在教育研究方法体系中,实证与思辨两大研究范式具有相应的方法论地位。当前西方教育研究方法体系被强烈地赋予实证的特征,国际教育研究趋势越来越倾向运用量化研究、质性研究以及整合量化与质性研究而形成的混合研究。当前我国教育研究范式仍然存在单一化问题,思辨研究仍然是我国教育研究领域的主要方法,实证研究虽然逐渐受到重视,但比例很少。我国教育研究方法应加强体系与规范建设;加强实证研究取向,提倡研究范式多元化;加强量化与质性研究方法,探索混合研究。

本文引用格式

姚计海 . 教育实证研究方法的范式问题与反思[J]. 华东师范大学学报(教育科学版), 2017 , 35(3) : 64 -71+169+170 . DOI: 10.16382/j.cnki.1000-5560.2017.03.007

Abstract

That a discipline is called a science lies in its systematic and distinctive educational methodology. In terms of the development of pedagogy's disciplines, research methods determine the scientific property of pedagogy. It will contribute to the improvement of China's educational research by analyzing the employment of basic paradigms of international educational research methods, discussing the problems in our educational empirical research paradigm and exploring its development tendency. Either theoretical paradigm or empirical paradigm enjoy its own methodological status among the educational research methods system. At present, the western system of educational research methods is overwhelmingly characterized by empirical methods. International educational research tends to employ quantitative research, qualitative research and the mixed research by integrating both. However, in China, the problem of simplification remains in the educational research paradigm, and theoretical research is still China's main research method. Empirical research, though, has highlighted, its proportion is much less. Thus, the systematic and normative construction should be reinforced in our educational research methods. We should adopt more empirical research and advocate the diversification of research paradigm. Moreover, it's important to enhance the improved quantitative and qualitative research and explore the mixed research.

参考文献

鲍同梅. (2008). 教育学方法论的内涵及其研究视角. 华东师范大学学报(教育科学版),26(1), 27-32.
高耀明, 范围. (2010). 中国高等教育研究方法: 1979-2008——基于CNKI中国引文数据库(新)高等教育专题高被引论文的内容分析.大学教育科学,(3), 18-25.
侯怀银. (2009). 教育研究方法. 北京: 高等教育出版社.
胡中锋, 蒋毅欢. (2008). 教育科学研究中量的研究之反思. 华南师范大学学报(社会科学版), (6), 96-102.
蒋凯. (2004). 涵养科学精神——教育研究方法论的省思. 北京大学学报(哲学社会科学版), (1), 63-70.
李晔, 刘华山. (2006). 问卷调查过程中的常见问题与解决办法. 教育研究与实验, (2), 61-64.
李刚, 王红蕾. (2016). 混合方法研究的方法论与实践尝试: 共识、争议与反思. 华东师范大学学报(教育科学版), (4), 98-105, 121.
刘良华. (2007). 教育研究方法: 专题与案例. 上海: 华东师范大学出版社.
彭荣础. (2011). 思辨研究方法: 历史、困境与前景. 大学教育科学, (5), 86-88.
仇立平. (2008). 社会研究方法. 重庆: 重庆大学出版社.
唐涌. (2015). 混合方法研究——美国教育研究方法论的新取向. 外国教育研究, 42(2), 12-21.
田虎伟. (2007). 混和方法研究——美国教育研究方法的一种新范式. 比较教育研究, (1), 12-17.
夏世英. (2014). 高校逻辑学教学改革刍议. 教育评论, (7), 114-116.
姚计海, 王喜雪. (2013). 近十年来我国教育研究方法的分析与反思. 教育研究, (3), 20-24.
阎光才. (2014). 对英美等国家基于证据的教育研究取向之评析. 教育研究, (2), 137-143.
袁征. (2014). 教育研究的实证与思辨——从《无声的革命》看教育研究的方法. 华南师范大学学报(社会科学版), (2), 43-47.
张绘. (2012). 混合研究方法的形成、研究设计与应用价值——对"第三种教育研究范式"的探析. 复旦教育论坛, 10(5), 51-57.
郑日昌, 崔丽霞. (2001). 二十年来我国教育研究方法的回顾与反思. 教育研究, (6), 17-21.
朱志勇. (2005). 教育研究方法论范式与方法的反思. 教育研究与实验, (1), 7-12.
Borrego, M., Douglas, E.P. & Amelink, C.T. (2009). Quantitative, qualitative, and mixed research methods in engineering education. Journal of Engineering Education, 98(1), 53-66.
Capraro, R.M. & Thompson, B. (2008). The educational researcher defined: What will future researchers be trained to do? The Journal of Educational Research. 101(4), 247-253.
Cenci, M. (2014). Design-based research in an educational research context. Journal of Contemporary Educational Studies, (1), 62-75.
Creswell, J.W., Shope, R., Clark, V.L.P. & Green, D.O. (2006). How interpretive qualitative research extends mixed methods research. Research in the School, 13(1), 1-11.
Golding, C. (2013). Must we gather data? A place for the philosophical study of higher education. Higher Education Research and Development, 32(1), 152-155.
Johnson, R.B. & Onwuegbuzie, A.J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
Kang, C., Wang, G., Shi, M. & Sun, F. (2014). Research trend on higher education in China for the past ten years. International Journal of Educational Management, 28(3), 319-339.
Kelle, U. (2006). Combining qualitative and quantitative methods in research practice: purposes and advantages. Qualitative Research in Psychology, 3(4), 293-311.
Nancy, L., Leech, N.L. & Onwuegbuzie, A.J. A typology of mixed methods research designs. Quality & Quantity. 2009, 43: 265–275.
Onweugbuzie, A.J. (2002). Why can't we all get along? Towards a framework for unifying research paradigms. Education, 122(3), 518-530.
Vstün, U. & Eryilmaz, A. (2014). A research methodology to conduct effective research syntheses: meta-analysis. Education and Science, 39(174), 1-32.
Walsh, S. (2014). A Mixed Methods Case Study of Early Childhood Professionals' Perception and Motivations of Choosing Self-Directed Learning(EdD dissertation). Uuiversity of La Verne, California.
Whiteman, R.S. (2015). Explicating metatheory for mixed methods research in educational leadership: An application of Habermas's Theory of Communicative Action. International Journal of Educational Management, 29(7), 888-903.
Wiersma, W. & Jurs, S.G. (2004). Research Methods in Education: An Introduction (eighth edition). 北京: 中国轻工业出版社(影印版).
Zandvanian, A. & Daryapoor, E. (2013). Mixed Methods Research: A New Paradigm in Educational Research. Journal of Educational and Management Studies, 3(4), 525-531.
文章导航

/