中国比较教育学科成员的知识结构与研究取向

Knowledge Structure and Research Approach of the Members of Comparative Education in China

比较教育研究者的知识结构和研究取向对比较教育研究的质量乃至整个学科的地位和声望都有重要影响。为了解我国比较教育学科成员的知识结构和研究取向,本研究选取中国教育学会比较教育学分会第十七届年会的参会者进行了问卷调查。调查显示,半数以上受调查者系统学习过比较教育的相关理论与社会科学研究方法,但在外语能力和国际交流经验方面存在不足。就研究取向而言,受调查者偏重于从事外国教育研究、使用文献法,但疏于使用实证方法和理论框架,亦疏于进行跨学科合作。以比较教育学科的内在要求来衡量,我国比较教育学科成员的知识结构和研究取向存在不足,有待改进。

The knowledge structure and research approach of the Comparative Educa- tion researchers have major influence on the quality of research in Comparative Education, and thereby also on the status and reputation of this discipline. In order to know the knowl- edge structure and research approach of members of Comparative Education in China, the author did a research on the participants at the 17th Annual Meeting of The Chinese Com- parative Education Society （CCES） with a questionnaire. The results show, more than half of the respondents have systematically studied the relevant theories of Comparative Educa- tion and the research methods of the social science. But there are deficiencies in foreign lan- guage skills and international exchange experience. With regard to the research approach, the respondents are primarily concerned with studies in Foreign Education, mainly using documentary method, but neglect the use of empirical research methods and theoretical framework as well as the interdisciplinary collaboration. Judging by the inner requirements of Comparative Education, the members of Comparative Education in China have obvious shortcomings in knowledge structure and research approach, and therefore, they need to make further efforts on them.