英国比较教育学研究范式的60年演化  

60 Years of Evolution of the British Comparative Education Research Paradigm

作　　者：邓莉[1] 王超男 金秋 DENG Li;WANG Chaonan;JIN Qiu(Institute of International and Comparative Education,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学国际与比较教育研究所,上海200062

出　　处：《比较教育研究》2024年第1期90-101,共12页International and Comparative Education

基　　金：2021年度中央高校基本科研业务费项目华东师范大学引进人才启动费项目(项目编号:2021ECNU-HLYT048)。

摘　　要：英国比较教育学形成了成熟的学科体系。使用质性内容分析法考察英国《比较教育》和《比较》两本比较教育学期刊刊载的论文,以探索20世纪60年代至21世纪10年代英国比较教育学研究范式的60年演化特征。研究发现,英国比较教育学研究范式以解释主义研究范式为主导,20世纪90年代是分水岭,解释主义范式从注重历史分析向注重汲取社会科学的理论与方法转变;变革主义范式下的研究持续增加,自20世纪90年代起成为第二主导范式;思辨研究范式占据重要角色但有所波动;实证主义研究范式始终未占据主流;实用主义范式的研究更少。Comparative education in the UK has formed a relatively mature disciplinary system.This paper uses qualitative content analysis to examine papers published in two representative journals of comparative education in the UK to explore the characteristics of evolution of the comparative education research paradigm in the UK from the 1960s to the 2010s.The study found that in the past six decades,the British comparative education research paradigm has been dominated by the interpretive research paradigm,with the 1990s marking a watershed in which the interpretive paradigm shifted from focusing on historical analysis to drawing on theories and methods from the social sciences;the research under the transformative paradigm continued to increase and became the second dominant paradigm since the 1990s;the speculative research paradigm occupied an important role but fluctuated.The positivist paradigm has not been dominant;the pragmatic paradigm has been even less dominant.

关 键 词：英国 比较教育学 研究范式 质性内容分析法 

分 类 号：G40-059.3[文化科学—教育学原理]