是什么制约了教育实证研究的开展——基于中国在校研究生的实证调查

What Restricts the Development of Positive Research in Education?——A Positive Study Based on Chinese Graduate Students

制约教育实证研究开展的因素纷繁复杂、因时因地而异。本研究通过1532名在校研究生的问卷调查和15名在校研究生的个别访谈,对其进行了深入分析。结果发现:教育实证研究难以开展是多方面因素共同作用的结果,其中方法基础薄弱居第一位、条件支持缺乏居第二位、学术风气不端居第三位、范式认知差异居第四位,并且每种因素又因性别、级段、专业、院校等多方面因素的影响而呈现出高度的复杂性和差异性。基于此,研究认为应强化教育实证研究方法训练、加大研究生科研经费支持力度、端正教育研究的实证之风,但不可因推动教育实证研究而忽视和排斥其他研究范式存在的价值和意义,作过度的强制性要求。

There are many complex factors restricting the development of positive research in education based on different place and time. The study carried on thorough analysis to it through questionnaire investigations on 1532 graduate students and individual interviews on 15 graduate students. It turned out that the development difficult of positive research in education was the result of interaction of many factors. Among these factors,weakness of methods foundation was the first,lack of conditional support was the second,misconduct of academic atmosphere was the third and paradigms of cognitive differences was the forth. Meanwhile,each factor presented high complexity due to the influence of various factors,such as specialty and institution. Based on this,the study suggest that we should strengthen the methods training of positive research,increase research funding support for graduate students and correct the positive wind of educational research. What we need to pay attention to is that we should not ignore and exclude the value and significance of other research paradigms,and make excessive mandatory requirements for promoting positive research in education.