探索教育研究的生活世界——建制民族志的技术路线与哲学依据  

Inquiry on Daily Life World of Educational Research:Method and Methodology of Institutional Ethnography

作　　者：王东芳[1] 

机构地区：[1]天津师范大学教育科学学院

出　　处：《教育学术月刊》2014年第1期13-18,共6页Education Research Monthly

基　　金：2012年度北京市哲学社会科学规划项目(12JYA001);2013年度教育部人文社会科学研究青年基金项目"博士生培养模式的学科差异研究"(13YJC880061)

摘　　要：与以往对质性研究方法纯粹形而上或形而下的叙述不同,文章以田野调查为实例,阐释作为质性研究新视角的建制民族志在教育研究中的技术路线与哲学依据。建制民族志关注日常生活世界中行动者的活动和经验,考察社会生活是如何组织的;重视访谈、观察与文本在资料收集与分析中的价值,并提出"以文本为媒介的社会组织"的路径进行越地情境与在地情境的有效对话。就研究的质量检测而言,提出质性研究的有效性和推广性有其生态界限。对教育研究中生活世界的探索是一个开放、持续和沟通的过程,研究者应站在主体间性的立场,在隐性的社会事实中建构结构化,为没有走进田野的人提供理解与沟通的可能性,从而走向交往行为的理性。The paper introduces a new approach of qualitative research-Institutional Ethnography, analyzes its method and methodology and interprets its application in educational research which are based on the author' s own fieldwork experiences. Institutional ethnography draws on the actualities of people's experiences and lives in specific daily life world and try to look beyond everyday life and aims to answer questions as how social life are organized. It Maintains a standpoint in the everyday life's interviews and observations and focus on texts offer IE a route to analyze data, which is 'textually-mediated social organization' and emphasize the communication between extra-setting and local setting. It also emphasizes that both validity and generalization are ecologically bounded. Since this inquiry is an open, continuous and communication process, researchers should take intersubjectivity stance to analyze social activity, construct the structure of practice from invisible social realities, to provide the possibility for readers to understand and communicate, and to realize the rationality of communicative action.

关 键 词：质性研究方法 建制民族志 教育研究 生活世界 

分 类 号：G40-052[文化科学—教育学原理]