可为与可不为:理论在教育质性研究中的作用及意义探讨

To Do and Not to Do: The Role and Significance of Theory in the Educational Qualitative Research

理论体系、观点或概念等对于教育质性研究"可为"体现在:它对质性研究具有启发和指导的作用,它可以深化质性研究对所研究问题的认识、理解,有利于质性研究者能更好地寻找合适的切入点去开展研究,也有利于质性研究者能更深入、更有效率地开展研究;但它对教育质性研究却也"可不为":教育质性研究可借助理论,但并非一定要创设理论,因为这与研究者本身所具备的理论素养以及教育现象的复杂性有很大关系。教育质性研究如要达致创设某一理论观点或概念,就要坚持自下而上的理论建构思路,运用持续比较的资料搜集和分析逻辑,不断修正、反思理论形成过程,从教育实地调研的一手资料出发,构建出符合中国情境和特色的教育理论内容。

Something that the theoretical system, ideas, and concepts could do in the educational qualitative research are： it has an enlightening and guiding role, and could deepen the researchers＇ understanding of the research issues. The theory is conducive to the understanding of the research problem and qualitative researchers can better find a suitable starting point to carry out the research under the guidance of theory. The theory is also conducive to carry out research more efficient. However, there are few ＂not to do＂ tasks for the theories in qualitative educational research： Qualitative educational research could be aided by theory, but it does not have to create new theoretical ideas and concepts. Creating theory has a great relationship with the theoretical accomplishment of the researcher and the complexity of the educational phenomenon. To discover and create the theory in the educational qualitative research to, we should adhere to the bottom-up way of theory construction, constant comparison in data collection and analysis logic, and constant revision and reflection during the theory formation. Based on the first-hand data from the field, we could build up educational theories contextualized in the Chinese situation and with Chinese characteristics.