摘要
量化研究和质化研究存在诸多方面的差异 ,其中之一便是研究者在研究中所处位置和建立的关系不同。质化研究者必须置身于研究情景中去接近、体验、理解 ,从而解释他人的行动及其建构的意义。马克思·韦伯、格尔顿、皮埃尔·布迪厄的反思社会学使教育研究者能够深入检讨与反思在质化研究中所建立的关系。
Many differences exist between quantitative and qualitative research paradigms, one of which is the relationships that are established between the researcher and the other. The qualitative researcher has to locate himsellf into research context to approach, experience, understand, and interpret the other's action and constructed meaning. The reflexive sociology from Max Weber, Gouldner and Pierre Bourdieu has offered the educational researchers the theoretical perspective to review and reflect the relationships.
出处
《教育理论与实践》
CSSCI
北大核心
2001年第6期1-6,共6页
Theory and Practice of Education