对教育研究中“深度访谈”的方法论追问  

A Methodological Inquiry of In-depth Interviews in Educational Research

作　　者：钟程 ZHONG Cheng(Center for Sociology of Education,Nanjing Normal University,Nanjing Jiangsu 210023,China)

机构地区：[1]南京师范大学教育社会学研究中心,江苏南京210023

出　　处：《苏州大学学报（教育科学版）》2024年第1期35-45,共11页Journal of Soochow University(Educational Science Edition)

摘　　要：对具体研究方法进行探讨和规制是推进我国教育实证研究科学化的必要路径。深度访谈是教育研究中应用较为广泛的质性研究方法,但在方法论层面尚缺少讨论和反思。“深度”是深度访谈的特质所在。在方法论视域下,当前教育研究中应用深度访谈在对“深度”的理解、抵达与呈现中分别存在理论范式不清晰,动力机制不明朗,学术写作不规范等问题。理解“深度”需厘清新实证论、原本论、建构论和批判理论等多重理路,根据研究需要采取多元理论范式。抵达“深度”需识别受访人的动力因素,通过线性、循环或复杂机制,促进动力转化,使之持续、深入地参与研究。呈现“深度”从研究设计、数据采集、分析、发现、效度和伦理六个方面入手,根据研究问题与理论范式采取相应的写作形制。Discussing and regulating specific research methods is necessary to promote the scientificity of empirical research in China.In-depth interviews are widely used in educational qualitative research,but there is still a lack of methodological discussion and reflection.“Depth”is at the essence of in-depth interviews.From the methodological perspective,the understanding,approaching,and representation of“depth”suffer from problems of unclear theoretical paradigm,inexplicit dynamic mechanisms,and insufficiently standardized writing,respectively.To understand“depth”,it is necessary to clarify multiple theoretical approaches such as neopositivism,naturalism,constructivism,and critical theory and adopt a“multi-theoretical paradigm”according to research needs.To access“depth”,it is necessary to identify the respondents'motivation factors and adopt a linear,circular or complex motivation transformation mechanism to make them continuously engage in the research.The presentation of“depth”starts from research design,data collection,analysis,discovery,validity,and ethics and follows the corresponding“writing form”according to research questions and theoretical paradigms.

关 键 词：教育实证研究 深度访谈 质性研究 理论范式 动力机制 方法论 

分 类 号：G40-034[文化科学—教育学原理]