行动研究应用中的常见误区--基于过去6年教育类核心期刊论文的评述

Common Misunderstandings and Mistakes in Action Research Applied in Education ——Review of Research Literature in Core Education Journals in Recent Six Years

行动研究是一种社会科学研究方法,主张将"行动"与"研究"合二为一,鼓励研究者在实际工作情境中对实践活动所遭遇的实际问题进行研究,强调在行动中研究,在研究中行动,深受一线教育工作者的喜爱。但是,通过对最近6年有关行动研究文献的分析,发现研究者在应用行动研究方法时,主要存在6种误区:有行动无问题定义、有问题无原因分析、有计划无方案论证、有方案无动态变通、有观察无评价反思、有反思无阶段循环。这些误区主要是因为研究者没有厘清"行动"与"研究"的学术内涵。行动研究中的"研究"当指科学的学术逻辑,而非工作逻辑和生活逻辑;行动研究中的"行动"当指有意图、有准备的行动。行动研究重视系统化的方法探究,既是行动,更是研究。教育研究者在应用行动研究方法时应遵循研究的共同规范,提高学术研究的质量。

Action research, a method in social science research, aims at uniting action and research, encourages researcher to study the actual problems discovered in practice, and stresses researching in action and acting in research. Therefore, it is favored by many teachers. Analysis of 45 research papers published in core education journals from 2006 to 2011, however, shows six kinds of misunderstandings and mistakes： Actions without question definitions, questions without cause analysis, plans without proposal argumentation, proposals without dynamic flexibility, observations without appraisals and reviews, and reviews without phase loop. These mistakes are made because researchers fail to differentiate the academic connotations of Action and Research. In action research, ＂research＂ means scientific academic logic rather than work logic or life logic; whereas ＂action＂ means purposeful and prepared actions. As action research values systematic study of method, it is not only action, but also research. In order to improve academic research quality, education researchers should follow the common rules in applying action research.