改革开放四十年教育人类学“田野研究”理论发展述评  

A Review on the Development of the “Field Study” Theory of Educational Anthropology in the 40 Years after the Reform and Opening-up

作　　者：王笙年 WANG Sheng-nian(Faculty of Education, East China Normal Universit)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《教育理论与实践》2018年第19期8-12,共5页Theory and Practice of Education

摘　　要：田野研究是研究者放弃自己固有的文化观,深入某一文化单位进行实地调查和考察工作的研究方法,更是教育人类学的方法论之一。自20世纪80年代开始,我国就开始了教育人类学这一学科的研究,作为其方法论和特色之一的田野研究方法也渐渐成为学者们的研究重点。三十多年以来,关于教育的田野研究的理论发展历经了方法论的本土构建、对研究方法内容的解释、对研究立场的关注、对研究评价标准的建立等几个阶段。后两个阶段中涉及到的对教育田野研究本源性的思考是当今许多同类研究中十分缺失的,只有解决了这些本源性的问题,才能更好地做出高质量的教育田野研究。Field research is a method researchers apply when abandoning their own inherent cultural perspectives to conduct the on-site investigation and inspection in some cultural units. Moreover, it is one of the methodologies of anthropology. Since the 1980s, China began to study the subject of educational anthropology. Field research method, as one of its methodologies and characteristics, has gradually become the focus of scholars. For more than three decades, the theoretical development of field research on education has gone through several stages, such as the local construction of methodologies, the interpretation of research methods, the attention to research positions and the establishment of research evaluation criteria. The consideration of the original nature of educational field research involved in the latter two phases is lacking in many similar researches today. Only by solving these original problems can we better make high-quality educational field researches.

关 键 词：教育田野研究 教育人类学 方法论 立场 评价标准 

分 类 号：G40-052[文化科学—教育学原理]