教育实证研究的立场问题与反思

The Standpoint and Reflection of Educational Empirical Research

教育研究的实证转向已成为不争的事实,但在发展中存在着将实证研究与思辨研究“二元对立”或实证研究与定量研究“简单等同”两方面的立场问题。事实上,实证研究并不排斥理论思辨,相反,确定研究问题、建构研究假设、阐释研究结论都需要研究者具备扎实的理论素养;实证研究未必一定是定量研究,定量研究也未必一定是实证研究。将实证研究与定量研究二者“简单等同”或将教育实证研究引向“技术迷恋”论、“证据崇拜”论、“方法模型”论的误区,致使教育研究受到了方法论的抑制,忽视了对于研究问题的关注。教育实证研究应坚持方法和理论为问题服务,并立足文化、历史及价值关怀,才能更好地发挥其“证据”式优势。

The empirical turn of educational research has become an indisputable fact,but there are two standpoints in the development of"dual opposition"between empirical research and theoretical research,or"simple equivalence"between empirical research and quantitative research.In fact,empirical research does not exclude theoretical speculation.On the contrary,researchers need to have solid theoretical literacy to determine research problems,construct research hypotheses and interpret research conclusions.Empirical research may not necessarily be quantitative research,and quantitative research may not necessarily be empirical research.The"simple equivalence"of empirical research and quantitative research or the misunderstanding of educational empirical research leading to the theory of"technological obsession","evidence worship",and"methodological model"has caused educational research to be restrained by methodology and ignored to pay attention to the research issues.Educational empirical research should adhere to methods and theories to serve problems,and it should be based on culture,history,and value concern,in order to make better use of its evidence advantages.