教育研究的人类学范式及其改进

The Anthropology Paradigm of Educational Research and Its Improvement

人类学范式逐渐成为教育研究中的重要选择,在方法论意义上与书斋—宏大理论范式形成对比。在内涵特征上,人类学范式以"他者眼光"与"推他及己"为核心,从"田野"出发衍生出作为方法的多种形态。但面对教育研究的复杂性与发展性,人类学范式显露出一定局限,应从几个方面加以改进:人类学范式的宏观修正;传统"田野"反思及其"方位感"与"历史感"重构;田野工作中"专业"与"非专业"的意义整合;发展"关系个案研究"与微观分析;追求"大实证主义"范式。

Currently, anthropology paradigm has gradually become an important option in educational research, which has formed the contrast with that of the grand theory in scholar＇s study in methodology. In the characteristics of connotation, anthropology paradigm takes ＂other＇s vision＂ and ＂from others to oneself ＂ as the core, through starting from the ＂filed＂, many forms of methods have been derived. However, faced with the complexity and development of educational research, anthropology paradigm shows a certain limitations. Improving the situation, we should follow the countermeasures as follows： to improve the correction of anthropology paradigm in macroscopic level, to rethink the traditional ＂field＂ and reconstruct its sense of. direction non-profession in field work, to develop ＂relationship case paradigm. and history, to integrate the meaning of profession and study＂ and micro analysis, and to pursue ＂big positivism＂