全球互联背景下比较教育研究的方法论转向——施瑞尔“社会—历史”比较分析范式的形成及其特征  

The Methodological Transformation in Comparative Educational Research in the Context of Global Interconnectedness:The Formation and Characteristics of the"Socio-historical"Comparative Analysis Paradigm of Jurgen Schriewer

作　　者：陈时见[1] 花筝 CHEN Shijian;HUA Zheng(College of Teacher Education,Southwest University,Chongqing 400715;Faculty of Education,Southwest University,Chongqing 400715)

机构地区：[1]西南大学教师教育学院,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《比较教育研究》2024年第11期3-12,共10页International and Comparative Education

摘　　要：世界著名比较教育学家施瑞尔长期深耕于比较教育方法论的研究,逐步建立起以“调和历史与比较”为核心的“社会—历史”比较分析范式,回应了全球互联背景下比较教育研究所面临的危机与挑战。深入研究该比较分析范式,有助于从比较教育发展变化的元科学层面对比较教育方法论进行深入的反省与探究。“社会—历史”比较分析范式以“关系的知识”为研究起点,以“功能等价”为解释模式,以“调和历史与比较”为研究方法,坚持社会历史的比较视野,强调多重因果的复杂关系,注重理论体系的系统建构。施瑞尔力图通过这一比较分析范式实现对比较教育研究方法的整合与重构,进而通过比较教育研究建立起历史与当代之间、国别与民族之间、全球化与本土化之间的联系、理解与平衡。Jirgen Schriewer,a world-renowned comparative education scholar,has been engaged in the methodological research of comparative education for over 30 years.During this period,he has gradually established a"socio-historical"comparative analysis paradigm centred on"reconciling history and comparison"This paradigm responds to the crisis and challenges faced by the Institute of Comparative Education in the context of global interconnection.A comprehensive examination of this paradigm of comparative analysis will facilitate reflection and investigation into the methodology of comparative education from the meta-scientific perspective of its development and evolution.The"socio-historical"paradigm of comparative analysis is founded upon the premise that"relational knowledge"represents the fundamental basis for research,that"functional equivalence"constitutes the primary mode of explanation,and that"reconciling history and comparison"serves as the principal mode of interpretation.The research method of"reconciling history and comparison"is based on the comparative vision of social history.It emphasises the complex relationship between multiple causes and effects and focuses on the systematic construction of a theoretical system.Schriewer's comparative analytical paradigm aims to integrate and reconstruct the research methodology of comparative education.It seeks to establish connections,understanding and balance between history and contemporary times,between countries and nationalities,and between globalisation and localisation through comparative education research.

关 键 词：施瑞尔 比较教育研究 方法论 “社会—历史”比较分析范式 

分 类 号：G353.1[文化科学—情报学]