论比较教育研究范式的身体转向  

From “Disembodied” to “Embodied”:On Paradigm Shift of Comparative Education Research in Contemporary China

作　　者：赵蒙成[1] 徐承萍[1] 

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《比较教育研究》2017年第12期15-22,共8页International and Comparative Education

摘　　要：我国比较教育长期以来遵循的研究范式具有显著的离身特征,造成盛行书斋内研究、旅行报道式研究,重宏大叙事与器物研究轻具体教育生活,倾向"拿来主义"等问题。具身认知理论对促进比较教育研究转向、解决现实问题具有重要启发意义,包括由宏大叙事回归真实教育生活、从器物研究转向重视研究者与研究对象身体意义、从文本研究转向深入教育生活现场的田野研究等。比较教育具身研究可以生产更具身体意蕴、更能凸显时空特征的真实生动的比较教育知识,能够帮助知识使用者选择和运用更加适切的知识来解决本土教育生活中的问题。比较教育研究者不断提升自身素养,开展广泛的回归教育生活的田野研究,将是促进比较教育研究身体转向的重要行动路径。For a long time, comparative education research in China has followed a remarkable paradigm characterized as disembodied and disembodiment. The popular paradigm has resulted the research in some dangers, including the prevalence of the research achievements being resulted not from fieldwork but the text materials or some superficial experiences from one or more foreign trips, the more attentions being paid to the grand narrative and the utensil study but less to the specific educational life, and the tendency of ＂Bringing Principle＂ in coming to conclusions and utilizing the conclusions and so on. The theory of embodied cognition has great enlightenment to promoting the paradigm shift of comparative education research and solving dangerous difficulties discussed above. Embodied comparative education research will help the researchers to produce much more lively comparative education knowledge with rich tacit meanings, and help the users to choose and use more appropriate knowledge to solve the problems in our own education life. The improvement of the researchers＇ quality, the in-depth and extensive fieldwork to real educational life, will be the important ways to promote the paradigm shift of comparative education research from ＂disembodied ＂to ＂embodied＂.

关 键 词：比较教育研究 范式转变 县身认知 教育生活 

分 类 号：G40-059.3[文化科学—教育学原理]