摘要
受实证主义和技术理性思潮影响,追求精确化、客观化的教育量化研究模式广受重视。量化迷思反映了主体进行经验处理的技治思维,具体表现为“去思想化”、方法与问题颠倒、为量化而量化等问题。从历史唯物主义视角来看,忽视自然科学认知模式在人文社会学科中的应用边界、缺乏“总体性”视野以及部分研究者的功利性取向是教育研究中量化迷思的成因。推进教育学科学化的确需要这一研究范式,但需要通过确立适合的量化“教育科学”尺度、形成总体性视野下的教育经验实证观、基于语境论的量化方法应用以及重申学术道德等来规避或治理可见的风险。
Influenced by the trend of positivism and technological rationality,the quantitative research model of education,which pursues accuracy and objectivity,is widely valued.The quantitative myth reflects the technological governance thinking of the subject when dealing with experience,which is embodied in“deidealization”,inversion of methods and problems,and quantification for quantification.From the perspective of historical materialism,ignoring the application boundary of the cognitive model of natural sciences in the humanities and social sciences,lacking the“overall”vision and the utilitarian orientation of some researchers are the causes of the quantitative myth in educational research.Promoting the scientization of pedagogy does need this research paradigm,but it is necessary to avoid or manage the visible risks by establishing a suitable quantitative“educational science”scale,forming an empirical view of educational experience in the overall perspective,applying quantitative methods based on context theory,and reaffirming academic ethics.
作者
时益之
SHI Yi-zhi(School of Educational Science,Shanxi Normal University)
出处
《教育理论与实践》
北大核心
2023年第16期17-23,共7页
Theory and Practice of Education
基金
山西省教育科学“十四五”规划2022年度规划课题“新时代我国教育学的新趋势研究”(课题编号:GH-220086)的阶段性研究成果。
关键词
教育量化研究
量化迷思
教育语境
总体性视野
教育学科学化
quantitative research of education
quantitative myth
context of education
overall perspective
scientization of education pedagogy
