教育质性研究概念框架的本土探索--以一项实习生与指导教师互动的研究为例  

An Indigenous Inquiry of Construction of a Conceptual Framework in Qualitative Educational Research

作　　者：陈向明[1] 曲霞[2] 张玉荣[3,1] 

机构地区：[1]北京大学教育学院 [2]北京师范大学教育学部 [3]中国人民大学外国语学院

出　　处：《教育学术月刊》2014年第4期3-10,28,共9页Education Research Monthly

基　　金：作者主持的北京市教育科学“十二五”规划重点课题(项目批号AIA11155)“中国社会文化视域下的教师实践性知识研究”成果之一

摘　　要：质性研究是研究者通过与研究对象互动对其行为和意义建构获得解释性理解的活动。为了揭示研究现象的深层机理,研究者在设计阶段需要构建一个初步的概念框架,并随着研究的逐步深入、实地资料的不断丰富,对这个框架进行修改。文章讨论的就是研究者与研究对象的行为和意义世界以及与相关理论互动,逐步生成并不断完善概念框架的过程。为了便于理解,文章借助研究者自己一项有关师范实习生与指导教师互动的研究来说明这个问题。该概念框架经由借鉴西方行动科学理论和互动仪式链理论,到中国传统文化中"仁"和"礼"的观念,最后到华人人际和谐与冲突理论——其演化过程不仅充分体现了质性研究循环往复、逐步聚焦的动态生成特征,而且凸显了作为中国研究者的本土诉求。在这个一波三折的探询过程中,研究者也一步步深入地逼近了研究现象的真实状态和文化意涵。Qualitative research is an activity by which the researcher can obtain interpretative understanding of the behavior and meaning making of the researched through their interaction. In order to reveal the deep mechanism of the phenomenon under research, the researcher needs to construct a conceptual framework, which may change as the research goes in depth and field data is enriched in the process. This paper discusses the process of how the researcher generates a conceptual framework in constant negotiation with the meaning making of the researched and existing theories. In order to understand this issue better, a research project on the interactions between interns and their mentors in teacher education was used. This conceptual framework successively made use of action science theory, interaction ritual chain theory, Ren(kindness) and Li(politeness) in the Chinese traditional culture, and finally a theory on Chinese people's interpersonal harmony and conflict. This evolving process reflected not only the cyclic and progressive focusing dynamism of qualitative research, but also Chinese researchers' appeal for native cultural resources. In this uneven inquiry process, it is possible to get closer to the truth and cultural implications of the phenomenon under research.

关 键 词：质性研究概念框架 实习生与指导教师互动 行动科学理论 互动仪式链理论 仁与礼 华人人际和谐与冲突理论 

分 类 号：G40-03[文化科学—教育学原理]