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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2021年04期

页码:

78-90

栏目:

教育思想与理论

出版日期:

2021-08-20

文章信息/Info

Title:

The Integral Paradigm Aiming at Educational Practice Improvement——The Crises and Reconstruction of Mainstream Educational Research Paradigms

作者:

张 羽 刘惠琴 石中英

清华大学 教育研究院

Author(s):

ZHANG Yu LIU Hui-qin SHI Zhong-ying

Institute?of?Education,?Tsinghua?University

关键词:

范式; 实证主义范式; 解释主义范式; 批判理论范式; 系统范式

Keywords:

paradigm;  positivist paradigm;  interpretivist paradigm;  critical theory paradigm;  integral paradigm

分类号:

G40-03

文献标志码:

A

摘要:

高质量的教育研究对教育改革和教育实践具有重要的支撑、驱动和引领作用。当代主流教育研究范式主要有三种：实证主义范式、解释主义范式和批判理论范式。这三种范式面临两大危机：研究无法系统指导实践改进、主流范式缺少中国本土文化的贡献，限制了教育研究价值的实现。本文提出“指向实践改进的系统范式”，以解决主流教育研究范式的危机。系统范式的本体论基础包括教育实践的统一性、开放性、自主性和复杂动态性；认识论主张包括具身性、情境性和整体性；方法路径包括驻校教育研究模式、“学术—实践共同体”的建构、综合研究方法、系统的研究材料

Abstract:

High-quality educational research plays an important role in supporting, driving, and leading educational reforms and practices. The contemporary mainstream educational research paradigms include positivist paradigm, interpretivist paradigm, and critical theory paradigm. These paradigms are facing two major crises: research cannot systematically guide practice improvement, and the mainstream paradigms lack the contribution from the Chinese culture, threatening the realization of the value of educational research. This article proposes an integral paradigm aiming at practice improvement, in order to solve the crisis of the mainstream educational research paradigms. The ontological basis of the integral paradigm are the unity, openness, autonomy, and complex dynamics of educational practice. The views of epistemology are embodiment, contextuality and integrity. The methodological approaches include the school-based educational research model, the construction of an “academic-practice” community, comprehensive research methods, and systematic research materials. The academic evaluation standards should base on “practice improvement.” The practice of the integral paradigm faces many challenges, requiring top-level design of the relationship between the educational practice system and educational research, the promotion of the comprehensive ability of professional talents, and the innovation in academic evaluation standards.

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更新日期/Last Update: 2021-08-20