教育研究科学化:限度与突破  

Scientification of Educational Research:Limitations and Breakthroughs

作　　者：范涌峰[1,2] 宋乃庆[3] 

机构地区：[1]西南大学数学与统计学院 [2]哥伦比亚大学教育学院 [3]西南大学基础教育研究中心

出　　处：《教育研究》2016年第1期94-101,共8页Educational Research

摘　　要：教育研究科学化是提高教育学学科价值和学术地位的迫切需要和根本路径,而定量研究水平是衡量教育研究科学化不可或缺的指标。制约教育研究科学化的双重限度,一是教育研究对象的价值性、复杂性、生成性等特点限制了教育研究的量化水平,构成教育研究科学化的内部限度;二是定量研究方法论建设和人才培养的滞后、科层制的学术评价制度和教育研究的"失范"构成教育研究科学化的外部限度。突破教育研究科学化限度的根本路径在于建构实践导向的教育研究范式,当务之急在于加强与科学化的教育研究相适应的教育统计与测评学科建设和教育研究队伍建设,基本保障在于构建更加开放、弹性的教育科研评价机制。Scientification of educational research is the urgent need and fundamental way to improve the disciplinevalue and academic status of pedagogy. And the level of quantitative research is the indispensable indicator to measurescientification of educational research. There are two limitations restrict the scientification of educational research. Thefirst one is internal limitation,which means the scientification of educational research is limited since the object ofeducational research is characterized by value,complexity,generation. The other one is external limitation,whichincludes the lag of developing quantitative methodology and building researchers team with quantitative methodology,theinfluence of bureaucratic academic evaluation system and anomie of educational research. To break through the limitationsof scientification of educational research,the fundamental approach is to construct practice-oriented paradigm ofeducational research. The task of top priority is to strengthen the construction of the discipline of educational statistics,measurement and evaluation,and strengthen the building of educational researchers team. The basic guarantee is toconstruct an educational research evaluation mechanism which is more open and flexible.

关 键 词：教育研究 科学化 定量研究 教育科研评价 

分 类 号：G40-03[文化科学—教育学原理]