扎根理论在我国教育研究中的应用与反思——基于文献和实证研究的分析  

The Application and Reflection of Grounded Theory in Chinese Educational Research—— Based on Literature and Empirical Analysis

作　　者：沈茜[1] 卢立涛[2] SHEN Qian;LU Litao(School of Education Science, Nanjing Normal University, Nanjing, 210097, China;Faculty of Education, Beijing Normal University, Beijing, 100875, Chin)

机构地区：[1]南京师范大学教育科学学院 [2]北京师范大学教育学部课程与教学研究院

出　　处：《全球教育展望》2018年第6期47-55,共9页Global Education

基　　金：重庆市人文社科重点研究基地"重庆市统筹城乡教师教育研究中心"2016年招标重大课题"<卓越教师计划>实施背景下的小学教育专业建设研究"(项目编号:JDZB201601);北京师范大学教育学部2018年度学科建设综合专项资金资助项目的阶段性研究成果之一

摘　　要：扎根理论作为一种研究路径或方式,在我国教育研究中得到广泛应用,通过扎根理论获取的本土理论也是层出不穷。扎根理论具有一套严格的系统化分析程序,数据编码是其关键环节,扎根理论通过对数据的三级编码而实现从经验数据到分析性理论的过渡。从已有研究文献看,教育领域内关于扎根理论的应用性研究在研究内容、研究过程及研究结论等方面存在着显著特征,也呈现出一些不足。通过对文献及实证研究的分析,可发现扎根理论在我国教育研究中取得了丰硕成果,它自身也具备诸多优势,但同时也存在很多值得深入反思和讨论的问题,如扎根理论"定位"问题,使用的必要性与科学性问题以及"中国化"问题等。As a research approach or method, grounded theory is widely used in Chinese Educational Research, and local theories obtained from grounded theory have been emerging in endlessly. Grounded theory has a strict and systematic analysis program, and coding of the data is the key to grounded theory, which is based on three levels of coding to realize the transition from empirical data to analytical theories. In the field of educational study, there are some significant characteristics in terms of content, process, and result of research. From the literature and empirical analysis, we can find that grounded theory has achieved enormous results in Chinese Education Research, and it also has many advantages. However, there always exists many problems worthy of deep reflection and discussion, such as the problem of ＂positioning＂, necessary and scientific, application, and the Chinalization of grounded theory.

关 键 词：扎根理论 教育研究 应用与反思 

分 类 号：G40-03[文化科学—教育学原理]