摘要
实证研究与思辨研究是教育学研究中两大主要研究范式,但持不同范式的研究者会基于各自的立场过分推崇或拒斥某一研究范式。对思辨与实证两种研究范式的历史起源、研究对象、研究方法以及研究思路等进行分析可以看出,思辨研究“求善”、实证研究“求真”的核心目标差异导致了彼此的矛盾与冲突。但从科学研究程序和知识形成的条件来看,两者实则是融合的科学共生体,思辨研究为实证研究提供假设依据,实证研究帮助验证思辨研究所得观点,两者共同推动教育知识的形成和教育学科的发展。教育思辨研究者和实证研究者之间的交流互动、相互了解以及各自研究范式水平的提升,有助于实证与思辨之间的协同发展,推动多元研究范式的重新返魅。
Speculative research and empirical research are two main research paradigms in educational research,but researchers who hold different paradigms will praise or reject a certain research paradigm based on their own perspectives.This paper aims to analyze the historical origins,research objects,research methods and research ideas of the two research paradigms.The main difference among the core goals of speculative research and empirical research lead to the contradiction and conflict between them,because the speculative research aims at seeking goodness,while empirical research aims at“seeking truth”.However,from the perspective of scientific research procedures and the conditions of knowledge formation,they are actually a fusion of scientific symbiosis.Speculative research provides hypothesis basis for empirical research,and empirical research helps to verify the viewpoints obtained from speculative research.They both jointly promote the formation of educational knowledge and the development of educational disciplines.The interaction and mutual understanding between speculative and empirical researchers as well as the improvement of their ability in using these research paradigms contribute to the coordinated development between empirical and speculative research and promote the re-enchantment of multiple research paradigms.
机构地区
北京大学教育学院
出处
《大学教育科学》
北大核心
2021年第3期31-38,共8页
University Education Science
关键词
教育研究范式
思辨研究
实证研究
教育研究
多元研究范式
educational research paradigm
speculative research
empirical research
educational research
multiple research paradigms
