教育实证研究:历程、现状和走向

程建坤; 陈婧

doi:10.16382/j.cnki.1000-5560.2017.03.016

教育实证研究:历程、现状和走向

doi: 10.16382/j.cnki.1000-5560.2017.03.016

程建坤,
陈婧

华东师范大学基础教育改革与发展研究所, 上海 200062

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出版历程
- 刊出日期: 2017-05-20

Empirical Educational Research: Its Past, Present and Future

Faculty of Education, East China Normal University, Shanghai 200062, China

摘要

摘要: 自教育研究引介实证方法以来，教育实证研究历经纯定量、定量为主、定量与定性并存的三个阶段。因定性和定量两种研究范式存在差异，故学界对教育实证研究的内涵的认识存在分歧，并提出两种不同的研究过程。为避免出现运用因果关系解释教育现象的弊端，学界主张采用教育实证研究推理元模型。因哲学研究和实证研究各有优劣，故学界对教育实证研究适切性的问题一直争论不休，针对争论，建议运用混合方法开展教育研究。
- 教育实证研究 /
- 定量实证研究 /
- 定性实证研究 /
- 混合方法研究
Abstract: Since empirical paradigm was introduced into education research, empirical education research has experienced three stages: the pure empirical quantitative research, empirical quantitative-based study, and the concurrent empirical quantitative and qualitative research. The difference between qualitative and quantitative research paradigm leads to diversified content and process of empirical education research. In this article, the authors propose the meta-model inferences of empirical education research based on the disadvantage of causal interpretation paradigm. Because of empirical quantitative and qualitative research, philosophy researches and empirical researches have their advantages and disadvantages, and there is the long-term debate about the appropriateness of education empirical research. As a result, mixed methods research is put forward to take the advantage of a variety of research paradigms and overcome their disadvantages.
- empirical educational research /
- empiricalquantitative research /
- empiricalquantitative research /
- mixed methods research

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图 1 教育实证研究推理元模型

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图 2 混合方法研究过程

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