近十年我国学前教育研究的范式转换

Transformation of Educational Research Paradigm in China in the Latest Decade:Taking the Research Field of Preschool Education as an Example

以近十年学前教育领域核心期刊刊载的论文为研究对象,运用内容分析法,从发展趋势、作者、机构、课题基金和研究内容等维度分析学前教育研究范式的发展情况。发现思辨仍是学前教育主要研究范式,实证研究范式变化幅度较大,行动研究范式则持续占比较低。同时,不同研究者、不同高校和作者研究范式使用倾向性有所不同,不同级别课题支持倾向性,不同研究内容也影响着研究范式的选用。学前教育研究领域应该树立研究范式意识,加强范式训练;追求思辨研究深刻性,力求学前教育理论新突破;加强实证研究精细性,探索学前教育领域新规律;凸显行动研究有效性,建构学前教育实践新策略;加强期刊与课题引导性,引领研究范式多样化发展,从而推动学前教育研究的高质量发展。

This study employs content analysis to examine the evolution of research paradigms in preschool education over the past decade,focusing on core journals.The investigation considers development trends,authorship,institutional affiliations,funding sources,and research content.The analysis reveals that while speculative research remains predominant,there has been a significant shift towards empirical research paradigms,and action research still constitutes a smaller,yet vital,segment.Variations in research paradigm preferences are observed among researchers,universities,and authors,influenced by the level of subject support and the nature of the research content itself.Preschool education shares commonalities with other educational fields in terms of research paradigms but also exhibits distinct characteristics.To advance the field,it is imperative to cultivate an awareness of research paradigms and enhance related training.Efforts should be directed towards deepening speculative research to achieve new theoretical insights in preschool education.Empirical research must be refined to uncover novel principles within the domain.Action research should be emphasized for its practical efficacy,leading to the development of innovative strategies for preschool education practices.Additionally,the role of journals and subject disciplines should be leveraged to foster a diverse and robust evolution of research paradigms,thereby catalyzing high-quality growth in preschool education research.