论“基于证据”的教育研究的限度——“文化存在论教育学”的视角

姜勇; 戴乃恩

doi:10.16382/j.cnki.1000-5560.2017.03.008

论“基于证据”的教育研究的限度——“文化存在论教育学”的视角

doi: 10.16382/j.cnki.1000-5560.2017.03.008

姜勇¹,
戴乃恩²

1.
华东师范大学教育学部, 上海 200062
2.
德国图宾根大学教育学院, 图宾根 71073

基金项目:

2015年度教育部人文社科研究规划项目“基于概化理论的教师培训课程标准的研制研究” 15YJA880028

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出版历程
- 刊出日期: 2017-03-01

Limitation of Evidence-Based Educational Research:Perspective of Cultural Existentialism Pedagogy

JIANG Yong¹,
DAI Nai'en²

1.
Faculty of Education, East China Normal University, Shanghai 200062, China
2.
School of Education, University of Tubingen, Germany

摘要

摘要: 近十多年来，“基于证据”的教育研究不断受到学术界的追捧与褒扬，似乎唯有“基于证据”的教育研究才是真研究，才是好研究。一时之间，以证据为基础的、迷恋大数据的教育研究成为了时代的呼声。我们主张用“文化存在论教育学”的眼光来重新看待“基于证据”的教育研究。观点一，爱是人的存在的基本方式。教育研究是有人文情怀和爱的情感的，只用数据来说话的教育研究会成为一种“冷漠”的、“冰冷”的、“僵硬”的研究，缺乏精神追求与终极信仰，只有“活泼泼”的教育研究才是有生命力的，彰显生命关怀和人文情怀的。因此，从“文化存在论教育学”出发，我们主张研究者与研究对象之间在关系上要有“相遇”的过程。观点二，思是人的存在的重要可能。追求“基于证据“的教育研究往往迷恋于各种大数据的挖掘、积累，执迷于各种数理统计模型和数据的运算与建模，操持于数据结果的分析与讨论，却缺乏教育研究的本真的“思”，缺少对教育价值的理性探讨，缺失对教育思想的探求与寻绎，从而将教育研究带入只见数据而缺乏原创思想的“无思”的境地。观点三，信仰是人的存在的重要支柱。教育研究不只是运用数据和“证据”来说话，它更重要的是研究者用心来说话，用情感来说话，用自己一生的信念来说话，所以，信仰问题才是困扰很多教育研究的大问题。没有敬畏、虔诚、执着的信念与信仰，研究者很难真正爱上教育研究，也很难从千变万化的数据中寻找到教育的规律与发展方向。
- “基于证据”的教育研究 /
- 文化存在论教育学 /
- 大数据时代
Abstract: In the past ten years, evidence-based educational research has been the academic pursuit, and it seems that only "evidence-based" educational research is a good study, a scientific study. All of a sudden, evidence-based education research featuring big data has become a fashion.In this paper, we argue that it's necessary to re-think the "evidence-based" educational research from the perspective of "cultural existentialism pedagogy". First, love is the basic way of human existence. Similarly, education research should also involve the human feelings and emotions of love. However, evidence-based educational research will become a "cold", "indifferent" and "stiff" study, lacking of human feelings and ultimate belief.Only "lively" education research is viable, highlighting life care and humanistic feelings. Therefore, from the perspective of cultural existentialism pedagogy, we advocate that the correlation between the researcher and the participant of study should have the process of encountering. Second, thinking is important to the existence of human. Evidence-based educational research tends to be obsessed with various data mining and accumulation, obsessed with various statistical models of computing and data modeling, analysis and discussion on management for all kinds of data. Therefore, in evidence-based educational research, there is a lack of true thinking, and a lack of studying on educational value rationality, thus leading to a lack of original ideas of "free thinking". Third, faith is the main mission of the existence of people. Not just the use of educational research data and the "evidence" to speak, it is more important to study hard to speak, speak with emotion, with his faith to speak, so faith problem is the problem of a lot of educational research. Without reverence, piety and persistent belief, it is difficult for researchers to truly love educational research, and it is difficult to find the law of education and the direction of development from the ever-changing data.
- evidence-based educational research /
- cultural existentialism pedagogy /
- era of big data

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