论现象图析学的理论与方法  

Theory and Methods of Phenomenography

作　　者：刘秀英 丁邦平[2] 赵瑛[1] LIU Xiu-ying;DING Bang-ping;ZHAO Ying(Teachers'College of Beijing Union University,Beijing 100011,China;Capital Normal University,Beijing 100048,China)

机构地区：[1]北京联合大学师范学院,北京100011 [2]首都师范大学教育学院,北京100048

出　　处：《黑龙江高教研究》2022年第3期12-18,共7页Heilongjiang Researches on Higher Education

基　　金：北京联合大学教育科学研究课题“职前科学教师STEM教育能力提升策略研究”(编号:JK202102);教育部人文社科青年基金项目“基于文本情感识别的教师教学问题智能诊断与改进研究”(编号:20YJC880088)。

摘　　要：现象图析学起源于高等教育经验性研究,非常适合对人的观念进行研究。自20世纪70年代出现以来,现象图析学在国际上受到诸多学者的青睐,但尚未引起我国大陆地区学者的足够重视,关于其理论与方法的讨论较少。概述了现象图析学的发展,介绍了其基本假设与原则,重点对现象图析学研究的具体过程进行了较为细致的讨论,包括选择研究对象、收集资料、处理及分析资料、呈现研究结果、结果的信度与代表性问题,并对现象图析学的特殊性与局限性进行了讨论。Phenomenography originated from the empirical research of higher education, which is very suitable for the study of people’s conceptions. Since its appearance in the 1970 s, Phenomenology has been favored by many scholars in Britain, Australia, Sweden and Hong Kong, but it has not attracted enough attention from scholars in China's Mainland, and there are few discussions on its theories and methods.This article summarizes the development of phenomenography, introduces its basic assumptions and principles, and focuses on the specific process of phenomenography research, including the selection of research objects, the methods and processes of data collection, and the processing of data analysis, the presentation of the results, and the reliability and representativeness of the results. At last, the particularity and limitation of phenomenography are discussed.

关 键 词：现象图析学 方法论 实证研究 

分 类 号：G640[文化科学—高等教育学]