摘要
本文系统分析了实证研究的历史,清晰界定了实证研究的涵义和要素,阐明了实证研究对于教育学走向科学的深刻意义。文章第一次鲜明提出,实证研究首先是一种精神,一种研究规则,一套方法体系,是精神、规则和方法的有机结合;深入分析了实证研究对于自然科学和包括教育科学在内的社会科学的普遍适用性,强调了量化之于实证研究的特别重要作用,并对教育学界普遍存在的对于实证研究的若干误解给予了简明扼要的回答和澄清。文章讨论的是教育研究的范式问题,蕴含的是对教育学命运和走向的思考。文章主要针对研究人员而作,但对教育成果评价标准、教育研究杂志质量、教育研究政策、教育研究人员素质都提出了无法回避的挑战。
This paper,based on a systematic analysis of the history of empirical research,its meaning and constructs,discusses the leading role empirical researchplays in the process of pedagogy towards scientific pedagogy.Meanwhile,for the first time,the paper points out that empirical research is above all a spirit,and that it’s a research rule,a system of methods,and an integration of the three.Then the paper analyzes the universal applicability of empirical research in both natural sciences and social sciences like education science,while stressing the importance of quantitative research in empirical research,and clarifying some misunderstanding of empirical research in educational research field.In discussing the paradigm of educational research,this paper explores the future development of pedagogy.It is mainly written for the researchers,but it has challenged the educational research policy,the evaluation of educational achievement standards,and the quality of educational journals and educational researchers.
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2017年第3期4-17,共14页
Journal of East China Normal University:Educational Sciences
关键词
实证研究
教育学
科学化
量化
empirical research
pedagogy
scientific
quantitative
