田野工作与教育研究

Field Work and Educational Research

教育人类学在国外已有长足的发展,在我国教育人类学的学科建设己走完学科萌芽阶段,正由非学术化阶段开始步入学术化阶段。中国"书斋式"教育研究存在诸多弊端,而人类学注重实证,强调"参与观察"的田野工作恰恰对医治这些通病起到建设性的"文化治疗"的作用。人类学田野工作对教育研究的启示有三:扩大教育研究的对象和范围,充实教育研究的方法及视角和丰富教育研究的解释意义。

Educational Anthropology has witnessed remarkable development abroad and the discipline construction of it in China has gone through the embryonic stage, stepping from a non-academic stage into an academic one. China＇s ＂studio-style＂ education research has many shortcomings, and the field work of anthropology which emphasizes empirical research and ＂participant observation＂ just plays a constructive role in offering a ＂cultural therapy＂ to these common defects. The enlightenment that Anthropological Fieldwork has for educational research includes, expanding the object and scope of educational research, multiplying methods and perspectives for educational research, and enriching the interpretation meaning of educational research.