比较教育的实证主义研究范式:历史局限与当代价值  

The Positivist Research Paradigm of Comparative Education:Historical Limitations and Contemporary Values

作　　者：于庆奎 邓涛 YU Qingkui;DENG Tao(Faculty of Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《外国教育研究》2022年第3期28-48,共21页Studies in Foreign Education

基　　金：全国教育科学“十三五”规划2019年度国家一般课题“专业认证背景下高校师范人才培养改革推进策略研究”(项目编号:BIA190163)。

摘　　要：在社会科学研究领域尤其是比较教育研究领域,学界对实证主义研究范式的争论一直是经久不衰的话题。纵观比较教育的实证主义研究范式的发展历程,可以看出,实证主义研究范式的绝对化的现实主义本体论疏略了教育本质、机械化的客观主义认识论忽视了教育的社会文化背景因素、量化的研究方法论无法独支教育因果规律的探寻的历史局限是其在比较教育的发展中遇冷的重要原因。聚焦新的历史条件下,比较教育研究者或许可通过三重路径,即善用归纳逻辑、注重推理的合理性,保持一定的客观性、把握研究的边界,明晰定量研究的局限、注重多种研究方法的使用,发挥实证主义研究范式对于促进比较教育的教育借鉴和科学化的价值优势,推动比较教育的发展。In the field of social science research,especially in the field of comparative education research,the academic debate on the research paradigm of positivism has always been an unabated topic. Throughout the development of the positivist research paradigm of comparative education,it can be seen that the historical limitation of the positivist research paradigm that absolute realist ontology neglects the nature of education,the mechanized objectivist epistemology ignores the social and cultural background factors of education,and the quantitative research methodology cannot independently support the exploration of educational causal law is the important reasons for its coldness in the development of comparative education. Focusing on the new historical conditions,the comparative education researchers may take a threefold approach that make good use of inductive logic,focus on the rationality of reasoning,maintain a certain degree of objectivity,grasp the boundaries of research,clarify the limitations of quantitative research,and focus on the use of multiple research methods to exploit the value advantages of positivist research paradigm to the full to promote the educational borrowing and scientization of comparative education to promote the development of comparative education.

关 键 词：比较教育 实证主义 研究范式 教育借鉴 科学化 

分 类 号：G40-059.3[文化科学—教育学原理]