摘要
在教育学科学化使命的驱动下,教育研究的实证方法备受推崇,非实证方法相对被掩蔽。实证研究和解释性研究共同构成经验研究,但不论是日常语用还是在方法体系中的相对位置,经验研究范式与实证研究取向之间都存在混淆,不利于明确经验研究之于教育研究领域的重要作用。当前教育研究方法的运用出现“实证”的泛化、“经验”的窄化、“混合”的简单化等倾向。检视科学与人文的双重立场,教育经验研究需要回归“经验”的本义,面向教育实践本身的复杂性,以主体经验、实践经验和学科经验为事实基础和理性中介,在技术规范与价值规范的双重规约下指向实践的完善并进一步接受实践的检验,从而在多元传统中确立教育研究的独特性。
Driven by the scientization of the field,positivist methods have become highly praised in educational research,reducing non-positivist methods relatively concealed.While positivist research and explanatory research paradigms constitute empirical research,confusion is often made between positivist research paradigm and empirical research orientation in both terminology and positioning in the methodological system,which hinders the clarification of the important role of empirical research methods in the field of educational research.At present,there is a tendency in the application of educational research methods to overgeneralize"positivism",narrow,experience,and to simplify,mixture,.While examining the dual positions of science and the humanities,there arises a need for researchers on educational experience to return to the original meaning of"experience"and to address the complexity of educational practices.Meanwhile,educational researchers need to take subjective experience,practical experience,and disciplinary experience as the factual basis and the rational intermediary for their research practice.Under the dual regulations of technical norms and value norms,it should aim for further improvement and test of practice,thereby establishing the uniqueness of educational research in the pluralistic tradition.
作者
孙嘉蔚
SUN Jia-wei(Department of Education,East China Normal University,Shanghai 200062,China)
出处
《苏州大学学报（教育科学版）》
CSSCI
2020年第4期53-62,共10页
Journal of Soochow University(Educational Science Edition)
关键词
实证研究
经验研究
教育研究
科学
人文
方法论
positivist research
empirical research
educational research
science
humanities
methodology
