如何理解中国当下教育实证研究取向  

How to Understand the Current Educational Empirical Research in China

作　　者：阎光才[1] YAN Guang-cai

机构地区：[1]华东师范大学高等教育研究所,上海200062

出　　处：《大学教育科学》2020年第5期4-11,共8页University Education Science

基　　金：国家自然科学基金面上项目“高水平大学教师的职业压力、学术激情与活力研究”(71774055)。

摘　　要：我国当下教育实证研究的兴起有其特定的语境,决策部门对证据的关注、大数据及其分析技术的运用和脑科学的初步进展等,是促成其兴起的主要动因。教育实证研究取向多少体现了倡导者的科学主义、技术主义、证据主义和工具主义立场,有利于校正传统研究重思辨与质性的取向。然而,面对当前中国教育中最为棘手的人的精神价值与生命意义失落问题,它不仅难以提供药方,而且还涉及诸多需要反思的伦理议题。教育研究不能沦为唯方法主义,更遑论唯实证取向,而是要体现一种开放和多元、人文诠释与科学解释的统一。The current rise of empirical research methods in educational research in China has its specific context.The evidence-concern of decision-makers,the use of big data and its analytical techniques,and the initial progress of brain science are the main drivers for its rise.Such orientation relatively reflects and advocates the scientism,technologism,evidenceism and instrumentalism,which is conducive to correcting the rethinking and qualitative orientation of traditional research.However,in the face of the most difficult problems such as loss of human spiritual values and meaning of life in current Chinese education,it is not only difficult to provide prescriptions,but also involves many ethical issues that require reflection.Educational research should not be reduced to methodologicalism,but it should embody a unity of openness and pluralism,humanistic interpretations and scientific explanations.

关 键 词：教育研究 实证主义 大数据 脑科学 循证研究 伦理关怀 

分 类 号：G640[文化科学—高等教育学]