行动研究在我国的发展:回顾与反思  

Development of Action Research in China:Review and Reflection

作　　者：周钧[1,2] 

机构地区：[1]教育部普通高校人文社会科学重点研究基地 [2]北京师范大学教师教育研究中心,北京100875

出　　处：《天津师范大学学报（基础教育版）》2012年第1期1-5,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：教育部留学回国人员科研启动基金资助项目"我国学士后教师培养模式研究";北京市教育科学"十一五"规划2010年度重点课题"基于校本行动研究的骨干教师持续专业发展模式研究"的阶段成果(AIA10213)

摘　　要：我国早期的行动研究具有实证主义的倾向,认为行动研究的目的是探究普遍的教育规律,以教育实验的方式进行,强调实验过程对条件的控制,只有极少数教师参与行动研究;从20世纪90年代开始,我国的行动研究一方面仍遵循实证主义的"假设—验证"模式,另一方面也具备了解释主义的精神,即在教育教学的实际情境中去发现问题和解决问题,由此理解情境化的教育实践;进入21世纪,我国的行动研究更是坚持解释主义的立场,并出现"草根化"的趋势。行动研究不再被认为是单纯的解决问题的工具,而是教师将他人理论转化为个人理论,再转化为教学行为,从而促进学生学习和教师专业发展的过程。Action research in China during late 1970s and 1980s can be characterized as positivism- orienta- tion, believing the purpose of action research is to explore the general law of education. It was carried out through educational experimentations emphasizing the control of the experimental process to conditions, and only few teach- ers participated action research. Since 1990s, action research in China followed the positivism model of hypothesis - verification on the one hand ~ while on the other hand, it introduced the notion of hermeneutics ： finding and sol- ving problems in real teaching situations and thereby understanding the real situation. In the new millennium, ac- tion research in China has further followed hermeneutics, accompanied by the emergence of ＂grassroots＂ action re- search. Action research is no longer recognized as the problem solving tool, it is a process that teachers change other＇s theory to personal theory and then implement in practice, therefore enhancing students＇ learning and teacher＇s professional development.

关 键 词：行动研究 实证主义取向的行动研究 解释主义取向的行动研究 

分 类 号：G40-01[文化科学—教育学原理]