以图像漫步重组质性研究过程:从教育场景中的观察者到参与者

Reorganizing the Qualitative Research Process by Image Walking:From Researchers to Participants in Educational Settings

教育研究现场与社会调查实地相比,更需要研究者的共情性理解,图像漫步方法作为质性研究中的一种情境方法论,具有构建共情的教育研究现场的潜能。研究者通过直接参与研究对象的图像创作分享其想象的世界,成为研究对象分享记忆和体验的参与者。场景因信息流动而重新被理解,基于此达成互动的个体轨迹是开放和变化的。柏格森提出的“绵延”概念与图像漫步视角有着内在的共通性,从“绵延”出发理解研究者在一项研究中作出的各种选择所构成的“局部视角”以及由研究者的“介入”所带来的现实的潜在分化,可以重组质性研究的过程,即教育研究的对象不完全是客观存在,需要研究者具备共情能力和必要时的扰动能力;通过共创图像可能比文本更接近“真实”,图像的情动能力有助于研究者了解和转译缄默知识。作为质性研究方法的图像漫步,有着捕捉个体差异性并通过集体对话将个体之间的点进行连线以构成网状图、从而实现从个体生成到群体生成的双重功能。研究者以全然接纳参与者的方式重组研究过程,通过与他人的眼睛一起看世界的共情方式,可以超越自我的边界、生成新的教育主题,创造更广阔视野的理念世界。

Compared to field research in sociology,educational research requires more empathetic understanding from researchers.The“image walking”method as a contextual methodology in qualitative research has the potential to build an empathetic educational research environment.By directly participating in the image creation of the research subjects,researchers can share their imagined worlds and become participants in the subjects'memory sharing and image creation.Scenes are reinterpreted through the flow of information,and the trajectory of individuals interacting based on this information flow is open and dynamic.Bergson's concept of“duration”shares an inherent commonality with the“image walking”perspective.Understanding the“partial perspective”formed by the choices researchers make during a study and the potential differentiation in reality brought by the researchers'“intervention”from the standpoint of“duration”can reorganize the qualitative research process.In other words,the object of educational research is not entirely objective;it requires researchers to possess empathy and the ability to intervene when necessary.Co-creating images may come closer to the“truth”than texts,as the affective power of images can help understand and translate tacit knowledge.As a qualitative research method,image walking captures individual differences and connects the dots between individuals through collective dialogue,thus realizing the dual function of generating from individuals to groups.By fully accepting participants,researchers can restructure the research process,and by empathically viewing the world through the eyes of others,they can transcend personal boundaries,generate new educational topics,and create a broader conceptual world.