文化视角下远程开放教育理论建构和应用的“背景化—普适化—再背景化循环”  

A contextualization-generalization-recontextualization cycle in open and distance education theory building and application:a cultural perspective

作　　者： 肖俊洪(译)[3] Insung Jung

机构地区：[1]日本国际基督教大学 [2]国际培训、绩效和教学标准委员会 [3]汕头广播电视大学

出　　处：《中国远程教育》2020年第8期33-44,77,共13页Chinese Journal of Distance Education

摘　　要：远程开放教育理论旨在揭示本领域的知识,指导不同文化和环境下的实践与研究,但是这些理论不能完全摆脱这些文化和环境的影响。本文基于文化和环境差异对教与学、技术采用和远程开放教育的影响的研究成果,提出远程开放教育理论建构和应用的“背景化—普适化—再背景化循环”。根据这个循环,背景化理论建构指的是在某一个具体背景下运用理论提出有意义的研究问题,收集合适数据,用适当方法分析这些数据并对它们进行阐释。经过背景化建构的理论被应用于各种不同背景下的研究与实践,对不同背景下的远程开放教育具有普适性。但是,一个普适化的理论必须根据实证研究结果,从文化的角度进行修改和完善以适合某一个特定文化背景,才能成为一个更加强有力的理论。While a theory in open and distance education or ODE aims to understand knowledge and guide research and practice regardless of cultural and contextual differences,it cannot be totally free from those cultural and contextual influences.Based on the understanding of cultural and contextual differences found in teaching and learning,technology adoption and ODE,this paper proposes a contextualization-generalization-recontextualization cycle in the ODE theory building and application.This cycle begins with a contextualized theory building in which the theory helps to formulate meaningful research questions,collect appropriate data and analyze them properly,and interpret them in a specific context.The theory is then applied to research and practice in various contexts and becomes generalizable across different ODE cases.To be more powerful as a theory,this generalized theory needs to be modified and elaborated for a particular cultural context based on empirical research adopting a cultural approach.

关 键 词：背景化—普适化—再背景化循环 文化视角下的研究 远程开放教育理论 技术采用 传统理论 理论建构和应用 

分 类 号：G420[文化科学—课程与教学论]