教育行动研究──解释学的现点

Educational Action Research-Hermeneutic Perspective

解释学对“偏见”的认可为教师的“反思性实践”所凭借的“内稳理论”找到了合法性依据。遗憾的是行动研究只是选择了解释学对“偏见”的解释，却丢弃了解释学在“历史”问题上的基本立场。行动研究应返回历史，在“理论阅读”和“理论对话”中关照行动。

Hermeneutics' s acceptance of bias makes teachers' 'reflective practice' and its'implicit theory' have the basic legitimacy. However, action research only selected the attitude of bias, but abandons hermeneutics s basic stance on the problem of history. The paper suggests that action research should return to history, and understand action in theory-reading and theory dialogue.