南京社会科学
南京社會科學
남경사회과학
Social Sciences in Nanjing
2015年
2期
118~126
,共null页
教育研究者 介入式研究 普遍性 客观性
教育研究者 介入式研究 普遍性 客觀性
교육연구자 개입식연구 보편성 객관성
edcuational researcher;intervention study ; the universility; the objectivity
教育研究者可以“介入”教育实践的理由很多。首先,教育经验世界是一个意义充溢的世界,需要教育学研究关注其所蕴含的意义结构和实质,否则,这种研究只算得上是“与教育相关的研究”,而不是“教育研究”。其次,教育研究的独特责任不仅要弄清是什么和为什么的问题,还要回答还可以怎样做,能够怎样做,从而把理想与现实、目标与手段统一起来。再者,教育实践难以自我超越,而“介入”可使教育实践与理论相互滋养,我们的研究已证明了这一点。由于教育研究者“介入”教育实践只是短时的,大部分时候是居于经验世界之外的,从而保证了教育研究的普遍性和客观性。
教育研究者可以“介入”教育實踐的理由很多。首先,教育經驗世界是一箇意義充溢的世界,需要教育學研究關註其所蘊含的意義結構和實質,否則,這種研究隻算得上是“與教育相關的研究”,而不是“教育研究”。其次,教育研究的獨特責任不僅要弄清是什麽和為什麽的問題,還要迴答還可以怎樣做,能夠怎樣做,從而把理想與現實、目標與手段統一起來。再者,教育實踐難以自我超越,而“介入”可使教育實踐與理論相互滋養,我們的研究已證明瞭這一點。由于教育研究者“介入”教育實踐隻是短時的,大部分時候是居于經驗世界之外的,從而保證瞭教育研究的普遍性和客觀性。
교육연구자가이“개입”교육실천적이유흔다。수선,교육경험세계시일개의의충일적세계,수요교육학연구관주기소온함적의의결구화실질,부칙,저충연구지산득상시“여교육상관적연구”,이불시“교육연구”。기차,교육연구적독특책임불부요롱청시십요화위십요적문제,환요회답환가이즘양주,능구즘양주,종이파이상여현실、목표여수단통일기래。재자,교육실천난이자아초월,이“개입”가사교육실천여이론상호자양,아문적연구이증명료저일점。유우교육연구자“개입”교육실천지시단시적,대부분시후시거우경험세계지외적,종이보증료교육연구적보편성화객관성。
There are several reasons for educational researcher to intervent into educational practice. Firstly, the life of educational world is full of meanings, which needs educational researcher to pay attention to its meaning structures and essence. Otherwise, the research only belongs to ＂about education ＂but not ＂on education＂. Secondly, the unique responsibility of education research not on- ly need to explore what it is and why it is , but also need to answer how to do and how the problems could be done. Only through these , can we connect the ideality and the reality, the aim and the means. What＇ s more, eduactional practice can＇ t transcendence by itself and intervention can help theory and practice nourish each other , which was proved by our research. The intervention of educa- tional theory into practice can ensure its universility and objectivity owing to the transient time for ed- ucational research in the practice.
