“教育叙事”与学术研究——兼论社会科学和人文学科的革命及研究方法  

“Educational Narratives” and Academic Research:On the Revolution and Research Methods of Social Sciences and Humanities

作　　者：袁征[1] 张文敬[1] Yuan Zheng;Zhang Wenjing(School of Educational Science,South China Normal University,Guangzhou 510631)

机构地区：[1]华南师范大学教育科学学院,广州510631

出　　处：《教育发展研究》2020年第4期11-17,共7页Research in Educational Development

摘　　要：对学术研究和个人感想的混淆阻碍了中国社会科学和人文学科的发展。许多人觉得文科的研究不过是写文章,网络名人机灵的感想可以取代学者规范的研究。在教育学界,"教育叙事"一度非常流行,并且很快进入了教育研究法教材。本文的探讨发现,"教育叙事"是有意义的写作,但它属于个人感想。文章从四个方面指出它跟学术研究的区别。笔者认为,在十七世纪的科学革命以后,社会科学和人文学科也发生了革命,形成了一套新的治学规范。跟革命前的作品相比,现代社会科学和人文学科论著的写作形式和论证方法都完全不同。到了今天,不使用合适的研究方法就不能算作学术研究。Confusion between academic research and personal feelings has been a hindrance to the development of social sciences and humanities in this country. Many people believe that studies in these fields are merely essay-writing, and celebrities’ smart thoughts can take over from scholars’ rigorous research. "Educational narratives" were once very popular in education studies and have become a standard research method in textbooks. As a matter of fact, these narratives, though useful, are personal thoughts. This study discusses their differences from academic research in four aspects. The author argues that, following the scientific revolution in the seventeenth century, a revolution also took place in the fields of social sciences and humanities, establishing a system of academic norms. The styles of writing and methods of argument in these fields are completely different after the revolution. In modern times, to qualify as academic research, proper methods must be used.

关 键 词：学术规范 专业难度 个人感想 个案 

分 类 号：G40-03[文化科学—教育学原理]