我国教育实证研究的范式特点、问题与应为之策

发布时间：2018-06-25 07:33

本文选题：研究范式 + 实证研究　；参考：《教育探索》2017年05期

【摘要】：对于研究的可能性、可行性和可取性理解的差异,造成不同研究范式之间的冲突与矛盾。根据国内外教育研究范式的特点可以将教育研究范式划分为思辨研究、实证研究和建构研究。目前,国内思辨研究欣欣向荣,实证研究突飞猛进,建构研究日新月异。我国教育实证研究面临本土化的问题与挑战,要注意探究教育实证研究的有效性问题,在话语权力、方法使用、理论创新、规范应用等四个方面需要倍加关注。要坚持理论自信、文化自信和学术自信,提高文化自觉意识和理论创新水平;要兼收并蓄三种研究范式,提高教育研究的有效性;要讲好中国话语,做中国特色的教育实证研究。
[Abstract]:The differences in understanding the possibility, feasibility and desirability of the research lead to conflicts and contradictions between different research paradigms. According to the characteristics of educational research paradigm at home and abroad, educational research paradigm can be divided into speculative research, empirical research and construction research. At present, the domestic speculative research is flourishing, the empirical research is advancing by leaps and bounds, and the construction research is changing with each passing day. China's educational empirical research is faced with the problems and challenges of localization. We should pay attention to the effectiveness of educational empirical research and pay more attention to the four aspects of discourse power, method use, theoretical innovation and normative application. We should insist on theoretical confidence, cultural confidence and academic confidence, raise the level of cultural awareness and theoretical innovation, embrace the three research paradigms and improve the effectiveness of educational research, and speak Chinese discourse well. Do an empirical study of education with Chinese characteristics.
【作者单位】：上海交通大学高等教育研究院;哈尔滨工业大学社会学系;中共中央党校党建教研部;
【分类号】：G40-03

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