“走出个案”:含义、逻辑和策略

发布时间：2018-05-31 15:50

本文选题：个案研究 + 走出个案　；参考：《教育研究》2015年12期

【摘要】：随着质的研究被教育学界认可和使用,近年来教育个案研究成果大量涌现出来,但不同程度地存在着如下问题:具体分析和一般性提炼之间不相一致或很不一致,甚至是荒谬的;随意夸大来自特殊境遇的有限概括对其他境遇的适用范围,过度宣扬其对促进教育实践改善的价值。这影响了个案研究理论建构功能和实践启示功能的实现。只有提高个案研究的品质以及促进其与理论家、实践者之间的多重互动,才能实现"从案例到系统"的理论概括功能和"从知识到行动"的实践指导功能。超越个案的概括、多个案的累积、特征的分析性研究、立足于宏观的微观研究、个别之间的迁移、评价性认同等,是"走出个案"的可能策略和方式。
[Abstract]:With the recognition and use of qualitative research in the field of education, a large number of educational case studies have emerged in recent years, but the following problems exist to varying degrees: concrete analysis and general extraction are inconsistent or very inconsistent. It is even absurd; arbitrarily exaggerates the scope of application of the limited generalizations from special circumstances to other circumstances and overstates its value in promoting the improvement of educational practice. This has affected the case study theory construction function and the practice enlightenment function realization. Only by improving the quality of the case study and promoting the interaction between the case study and the theorists and practitioners can the theoretical generalization function of "from case to system" and the function of practice guidance from knowledge to action be realized. The possible strategies and methods of "going out of a case" are beyond the generalization of individual cases, the accumulation of multiple cases, the analytical study of characteristics, the macro and micro research, the transfer between individuals, the evaluation of identity, etc.
【作者单位】：陕西师范大学教育学院;
【基金】：教育部人文社科规划基金研究项目“基于核心知识脑图构建的高效课堂结构研究”(项目编号:13XJA880007)的阶段性研究成果
【分类号】：G420

【共引文献】