“碎片化”的教育研究及其批判  

On“Fragmented”Education Research and Its Critique

作　　者：王兆璟[1] 王稳东 

机构地区：[1]教育部人文社会科学重点研究基地西北少数民族教育发展研究中心,甘肃兰州730070 [2]西北师范大学教育学院,甘肃兰州730070

出　　处：《教育理论与实践》2015年第6期3-7,共5页Theory and Practice of Education

基　　金：教育部2011年度新世纪人才支持项目<西方民族教育政策比较研究>(项目编号:NCET-11-0909)资助

摘　　要：受社会转型的影响与对教育科学本质的时代体认,当前的教育研究开始转向以与社会互动为主要范式,但其间显现出了"碎片化"的研究景象:置身于其中的研究者看不到教育研究的完整旨意,难以做到从微观的教育碎片当中把握教育的深层内涵;对教育细节的研究少有远见卓识,难以抵达教育研究的深层。作为一个时期教育研究的基本具象,"碎片化"的教育研究应该避免跟风式的、"时髦"的即兴仿效,使教育研究真正走向完整的自我,从而提升教育研究的学术品质。With the influence of social transformation and the cognition of nature of educational science, the current e- ducational research has turned to the paradigm of interacting with society, during which, however, the ＂fragmented＂ re- search has appeared： researchers in it couldn＇t see the complete scene of education research, and hardly grasp the deep connotation of education from the microscopic fragments of education, and they have few good ideas about the details of ed- ucation research, so it＇ s difficult for them to reach the depth of education research. Therefore, as a representation of educa- tion research during a certain period, the ＂fragmented＂ education research should avoid the trend-following and ＂fashion- able＂ impromptu imitation, so that it can lead education study to real self-completion, and improve the quality of education research.

关 键 词：“碎片化” 教育研究 研究范式 批判 

分 类 号：G40-03[文化科学—教育学原理]