教育实证研究改善了学术论文的质量和影响力吗--以中国大陆教育学术研究领域为例

Does Educational Empirical Research Improve the Quality and Impact of Academic Papers:Take the Educational Research Field in China's Mainland as an Example

伴随着实证研究在中国教育研究领域的持续扩张,围绕教育实证研究的研究成果持续涌现,但尚无研究通过因果实证的角度和方式探究实证研究对教育研究的作用。本研究利用923901篇中文教育研究成果的定量数据和124位访谈对象的文本证据,基于学术知识市场模型、成本-收益机制框架和理性决策视角,综合定量和定性方式探讨教育实证研究对中国教育研究产生的效应及其背后原因。研究发现:(1)实证研究在教育研究中的数量/占比持续上升;(2)实证研究的篇均下载量和篇均引用量均优于非实证研究;(3)质量实证效应相较影响力实证效应的降幅更大;(4)质量实证效应明显受到影响力实证效应的中介效应/遮掩效应支撑;(5)学术研究期刊编辑人员、审稿人员和研究作者与读者对实证范式特征的看法因个体内在特征和所处外部环境的不同而存在明显差异。根据前述分析,本研究认为不能简单地认定含有实证特征的实证研究显著增强了中国教育学术研究的影响力和质量,伴随着实证研究的数量/占比增长,有必要通过拔高、固中和托底优化教育实证研究的整体水平,最终通过完善知识生产过程、坚持多元化标准、理性看待范式争论和推动范式融合实现对中国教育研究整体水平的提升。

With the continuous expansion of empirical research in the field of education research in China,research results around educational empirical research continue to emerge,However,there is no research to explore the effect of educational empirical research on educational research through the perspective and mode of causal.This study uses quantitative data from 923,901 Chinese education research articles and textual evidence from 124 interviewes,based on the academic knowledge market model&benefit-cost mechanism framework and rational decision-making perspective,discusses the effects of educational empirical research on Chinese educational research and the reasons behind them by using quantitative and qualitative methods.The study found that(1)the number/proportion of empirical research in educational research continues to rise.(2)empirical research is better than non-empirical research in terms of downloads per article and citations per article;(3)The empirical effect of quality suffered more reduction than the empirical effect of influence;(4)The empirical effect of quality is obviously supported by the mediating effect of the empirical effect of influence;(5)Editors,reviewers,authors and readers of academic research journals have different views on the characteristics of positive paradigms due to their internal characteristics and external environment.Synthesizing the above analysis,This study argues that empirical research with empirical characteristics cannot be simply identified as significantly enhancing the influence and quality of educational academic research in China,with the increase in the number/proportion of empirical studies,it is necessary to optimize the integral level of empirical research of education through upgrading,strengthening and supporting,Finally,the overall level of Chinese educational research can be improved by improving the process of knowledge production,adhering to pluralistic standards,rationally viewing the arguments of paradigms and promoting the integration of paradigms.