试论比较教育研究中“比较”的单元与路径

发布时间：2018-03-19 21:26

本文选题：比较教育研究　切入点：单元　出处：《东北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：比较教育学从其产生之初到现在已经有近200年的历史了，但是对于其学科地位的质疑一直困扰着比较教育研究者。而且，在这近200年间，关于比较教育学的定义依然没有获得统一认可，比较教育的研究对象与边界也是模糊不清。在这些众多的非议中，需要我们反思比较教育研究的本体，认清本学科研究的对象，进而才能抓住学科的逻辑属性并为学科发展提供理论上的支持。在比较教育研究对象中，比较单元的确立不但受到了客体本身的制约，而且在很大程度上受到了研究者主体性的影响。同时，在比较单元基础之上建立起来的路径关系也是在研究主体不同的价值选择下进行的，所以，研究者的主体性及客体的客观性都对其起到了限制作用。总之，比较教育学的本体论是一个复杂的系统，需要依据时空观的概念在研究主体价值的选择下进行系统的分析。本文除引言和结语外，正文主要由以下四章组成：第一章，作为比较教育研究本质特征的“比较”首先是作为一种思维方式存在于研究过程中，其次它还作为一种方法被普遍应用于本学科，而最后“比较”的视域应当被视作比较教育研究的内在逻辑而贯穿于比较教育研究的始终。第二章，比较教育研究的对象（客体）可以被细化为不同的比较单元，以便于进行比较分析。而比较单元需要在不同的区域与时间状态下进行系统分析，，可以说，有不同的时空观就有不同的单元确定标准。换句话说，研究者的主体性及客体的客观属性深深地影响着比较单元确定的准则。第三章，“比较”的路径是在研究对象(客体)细化为比较单元之后研究者选择的研究模式。历时性的路径取向有相同区域内的比较，也有不同区域的现代与历史的比较。而以区域空间作为出发点的路径取向，同样有共时性的比较与历时性的比较。第四章，构建“比较”单元与路径的价值就是使比较教育研究实践有理论上及方法论上的支持，而“区域研究”作为一种方法论既与比较视域有着类似的逻辑要求，又可以指导之后的比较教育研究实践。
[Abstract]:Comparative education has a history of nearly 200 years from its inception to now, but doubts about its subject status have been puzzling comparative education researchers. Moreover, in the past 200 years, The definition of comparative education is still not universally recognized, and the research object and boundary of comparative education are also blurred. In these many criticisms, we need to reflect on the ontology of comparative education research and recognize the object of this subject. Then we can grasp the logical attribute of the subject and provide theoretical support for the development of the subject. In the object of comparative education, the establishment of comparative unit is not only restricted by the object itself. At the same time, the path relationship established on the basis of comparative unit is also carried out under the different value choice of the research subject, so, In short, the ontology of comparative education is a complex system, which needs to be systematically analyzed according to the concept of space-time concept under the choice of the value of the subject. In addition to the introduction and conclusion, the text consists of the following four chapters:. In the first chapter, as the essential characteristic of comparative education research, "comparison" exists in the research process as a mode of thinking, and then it is widely used in the subject as a method. Finally, the perspective of "comparison" should be regarded as the internal logic of comparative education research and run through the study of comparative education. In the second chapter, the object (object) of comparative education research can be refined into different comparative units to facilitate comparative analysis, and the comparative unit needs to be systematically analyzed in different regions and time states. In other words, the subjectivity of the researcher and the objective attribute of the object deeply affect the criterion of determining the comparative unit. In the third chapter, the path of "comparison" is the research mode chosen by the researcher after the object (object) is refined into the comparative unit. The diachronic path orientation has the same regional comparison. There are also modern and historical comparisons between different regions, and the path orientation of taking regional space as the starting point also has synchronic comparison and diachronic comparison. In Chapter 4th, the value of constructing "comparative" units and paths is to make the practice of comparative education research have theoretical and methodological support, while "regional research" as a methodology has similar logical requirements to the comparative perspective. It can also guide the practice of comparative education research.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G40-059.3

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