课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2015年
8期
25~31
,共null页
微教育实验 常规教育实验 内涵 特征 行动研究
微教育實驗 常規教育實驗 內涵 特徵 行動研究
미교육실험 상규교육실험 내함 특정 행동연구
micro-scale educational experiment; conventional education experiment; connotation;characteristics; action research
提倡微教育实验的目的是为了使教师成为教育实验的主体，使教师研究更具科学性和规范化，并将行动研究和教育实验区分开来。“周期性长”“变量控制复杂”等并不是教育实验的本质特征，教育实验是可以“微”的。通过具体案例可分析出微教育实验具有问题微、理论依据微、变量简单、周期短、被试少、实验技术要求低、结论微等特点。在实施程序和要求上，微教育实验和常规教育实验相比只是复杂程度不同，其他大同小异。微教育实验已广泛存在于教师研究实践中，其实施应以校本为主。
提倡微教育實驗的目的是為瞭使教師成為教育實驗的主體，使教師研究更具科學性和規範化，併將行動研究和教育實驗區分開來。“週期性長”“變量控製複雜”等併不是教育實驗的本質特徵，教育實驗是可以“微”的。通過具體案例可分析齣微教育實驗具有問題微、理論依據微、變量簡單、週期短、被試少、實驗技術要求低、結論微等特點。在實施程序和要求上，微教育實驗和常規教育實驗相比隻是複雜程度不同，其他大同小異。微教育實驗已廣汎存在于教師研究實踐中，其實施應以校本為主。
제창미교육실험적목적시위료사교사성위교육실험적주체，사교사연구경구과학성화규범화，병장행동연구화교육실험구분개래。“주기성장”“변량공제복잡”등병불시교육실험적본질특정，교육실험시가이“미”적。통과구체안례가분석출미교육실험구유문제미、이론의거미、변량간단、주기단、피시소、실험기술요구저、결론미등특점。재실시정서화요구상，미교육실험화상규교육실험상비지시복잡정도불동，기타대동소이。미교육실험이엄범존재우교사연구실천중，기실시응이교본위주。
The aim of micro-scale educational experiment is to enable teachers to become the subject of educational experiment, to make teacher research more scientific and standardized, and to distinguish action research from education experiment. ＂Long experiment period＂ and ＂complex variables control＂ are not the essential features of educational experiment, and the argument of micro-scale educational experiment is reasonable and lawful. Through the analysis of specific cases, we find that the characteristics of micro-scale educational experiment include, micro-scale questions, micro-scale education theory, simple variables, short experiment period, few experimental subjects, low technical requirements, and micro-scale conclusion. In the implementation procedures and requirements, conventional education experiment is more complex than micro-scale educational experiment, but the two types of experiment are identical on major issues yet different in minors. Micro-scale educational experiment should be mainly applied to school-based research.
