比较教育案例研究法:适切性、代表性与规范性——基于我国2011年至2021年博士学位论文的内容分析  

Case Study Method in Comparative Education: Applicableness,Representativeness, Normative——Content Analysis Based on Doctoral Dissertation in China from 2011 to 2021

作　　者：俞凌云 张欣琪 林杰[1] YU Lingyun;ZHANG Xinqi;LIN Jie(Institute of International and Comparative Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2023年第2期23-36,共14页International and Comparative Education

摘　　要：以2011年至2021年间国内高校比较教育学博士学位论文为分析对象,借助内容分析法对比较教育研究者在案例研究法以及研究案例选择中产生影响的因素进行梳理与归纳,并对案例研究法应用中的规范性问题进行评判。研究发现:比较教育研究者对案例研究法的选择是基于对研究内容与研究可行性两方面的考量,而案例研究法的适切性则来源于其对比较教育研究中有序知识积累这一需求的回应;案例的选择在多案例与单个案例的研究中有着不同的阐述逻辑,而研究案例的代表性在内部推论与外部推论的逻辑中也具有不同含义。当前,比较教育研究在案例研究法的规范性上存在明显不足,改善和提高案例研究的规范性才能更好地保障比较教育研究成果的质量。This study examines comparative education doctoral dissertations submitted in Chinese universities between 2011 and 2021. Additionally, it makes use of content analysis to sort out and summarize the variables that affect the research cases and case study method chosen by comparative education researchers as well as to assess the normative concerns raised using the case study method.The study came to the following conclusions. Comparative education researchers select the case study approach after taking the research topic and practicality into account, but its applicability stems from how it responds to the need for systematic knowledge building in comparative education research.In the study of numerous cases and single cases, the selection of cases has a different elaboration logic, and the representativeness of study cases also has a different meaning in the logic of internal inference and external inference. The normative of case study method in comparative education research now has glaring flaws, therefore enhancing it can better guarantee the quality of the comparative education research’s findings.

关 键 词：比较教育研究方法 案例研究法 案例代表性 研究规范性 

分 类 号：G40-059.3[文化科学—教育学原理]