教育研究数字人文范式:现实表征、实践困局与优化路径

Digital Humanistic Paradigm of Educational Research:Realistic Representations,Practical Dilemmas,and Optimal Paths

数字技术在人文学科中的渗透,引发人文研究方法论的重大变革,产生了数字人文范式。该范式也广泛并深入地应用于教育研究。教育研究数字人文范式体现出与传统范式不同的表征:在研究视野上倡导全知全新视域,在研究方法上主张人文计算,在研究模式上注重跨学科融合。这些都在一定程度上推动了教育研究的科学性和规范性。然而,教育研究数字人文范式也面临诸多困境。其运作过程的程式化和单向度化倾向严重,导致了教育问题简单化、抽象化处理,使教育研究忽略教育中的人文价值和文化意义。本文主张,优化教育研究数字人文范式,应凸显人的主体地位,发挥人的“艺匠人”角色;深入教育内部进行细致分析,实现“远读”与“细读”相结合;在构建和改造教育活动中彰显人的意志和观念,追求工具理性和价值理性的统协。

The penetration of digital technology in humanities has triggered a major change in the methodology of humanities research,resulting in the digital humanities paradigm,which is also widely and deeply applied to educational research.The digital humanities paradigm in educational research exhibits different representations from traditional paradigms,advocating a new perspective of omniscience in research perspectives,humanistic computing in research methods,and interdisciplinary integration in research models.This has to some extent promoted the scientific and normative nature of educational research.However,the digital humanistic paradigm of educational research also faces many difficulties.Its operation process tends to be stylized and unilateralized,which leads to the simplification and abstraction of educational problems and makes educationa research ignore the humanistic value and cultural significance of education.Optimizing the paradigm of digital humanities in education research should highlight the subjectivity of human beings and play their role as"craftsmen";Conduct detailed analysis within education to achieve a combination of"distance reading"and"close reading";In the construction and transformation of educational activities,demonstrate human will and concepts,and pursue the unity of instrumental rationality and value rationality.