摘要
教育研究创新须进行教育理论的本土建构。"本土"是指出于当时、当地情境下的世界视角和传统视角的交融,这一概念最终将"本土构建"与"本土化"区分开来。在方法论的理路上,需要依据教育理论本土构建的目的和教育本土实践的本性来进行本土构建,在此基础上生发出教育理论本土构建的"一二三":一个自我反省的监督,两个重要解释与理解的背景框架,三个理论构建的核心路径。诠释学视野下的研究方法论在一定程度上符合建构主义的要求,在上述理路观照下,三种诠释学传统下的具体方法论路径被选择出来:符号互动论、常人方法学和扎根理论,它们相互联系,形成一个整体。
The innovation of educational research should be created through the local construction of education theories. The word ＂local＂ is endowed with a meaning of integrating global and traditional perspectives from the circumstances of present time and local place, and such conception makes a clear discrimination between ＂local construction＂ and ＂localization＂. In the perspective of methodology, local construction should be based on the purpose of theory construction and the essence of local educational practice. Thus, something related to educational theories has been constructed for local construction of educational theories, which can be summarized as one supervision of self-reflection, two significant background frameworks of understanding and interpretation, three key approaches for the theoretical construction. The research methodology in the view of hermeneutics is in conformity with the requirement of constructionism to some extent. In the perspective of such theory and approach, three interrelated and integrated concrete methodological approaches as symbolic interaetionism, ethonmethodology, and grounded theory have been selected according to the tradition of hermeneutics.
出处
《教育研究》
CSSCI
北大核心
2010年第5期3-10,16,共9页
Educational Research
基金
高等教育"211工程"三期建设总体方案项目"基础教育课程改革深化与教学创新研究"的研究成果之一
关键词
教育理论
本土
本土构建
方法论
educational theory, local, local construction, methodology
