比较教育视域下实证主义范式的历史发展趋向研究

Research on the Historical Development Trend of Positivism Paradigm from the Perspective of Comparative Pedagogy

比较教育学作为一门学科,其背后方法论的变迁与发展不断推动该学科科学发展进程,曾占据比较教育研究主导地位的实证主义范式强调认识的客观性,要求研究者在价值论上保持中立态度,主张运用自然科学的方法验证假设的真伪。随着比较教育学的不断发展壮大,实证主义范式在比较教育研究中经历了萌芽、发展、融合等多个阶段后,近些年却出现了被边缘化的趋势。面向新时代比较教育学方法论建设,应做好实证主义范式的反思与修正、由一元化向多元化、由多元化走向多重建构、由多重建构走向创生研究范式的转变,以更好地推进新时代比较教育学科科学化发展进程。

The change and development of methodology rooted in comparative pedagogy have been promoting the scientific development process of this specific discipline. The positivism paradigm, which once occupied the leading position of the research of comparative pedagogy, emphasizes the objectivity of understanding, requires researchers to maintain a neutral attitude towards value theory, and advocates the use of natural science methods to verify the authenticity of hypotheses. With the continuous development of comparative pedagogy, the positivism paradigm has experienced stages of appearance, development and integration. However, in recent years it is facing a trend of marginalization. In order to further promote the scientific development process of comparative pedagogy in the new era, reflection and revision of positivism paradigm should be carried out, and transformation from the unified to the diversity, from the multi-reconstruction to the innovative research paradigm should be forwarded.