从教学实证研究的合理性说开去

Talking about Rationality of Instructional Positive Research

那些以教学效果为标志的教学实验的成功并不能被复制，那些教学实验也无法证明或者验证任何理论命题，当然成功的秘诀也就无法推广。教育研究至少存在2种研究立场：理解的立场和知识的立场。理解的立场面向个人的教育体悟，知识的立场面向教育学理论知识。知识立场的教育理论研究将教育教学系统作为研究对象，它可以分为3个分支：教育技术学、教育现象学和教育价值学。

Those instructional experiments, success of which can＇ t be duplicated with special effects, couldn＇t prove any theoretical proposition. So we can＇ t spread those experiment conclusions successfully. There are two routines in educational research at least. The first is research for understanding, which always be used to obtain individual comprehension for education; the other is research for knowledge, whose task is creating new theoretical knowledge of education. Educational researches for knowledge think of educational and instructional systems as research objects and will establish three theoretical branches which contains educational technology, educational phenomenology and educational axiology.