摘要
20世纪80年代以来,西方教育研究领域中颇为激烈的量化与质性研究范式之争,其表是方法论之争,其里却有着浓厚的政治立场与意识形态冲突色彩。正是因为这种激进立场的介入,人们过于夸大了两者间的范式差异,而漠视了其中存在的相容性。教育与其他社会科学研究所面对的社会现实是主观建构与客观型构的统一,量化与质性方法并不存在必然对立,而是具有相容性和相互补充解释的作用。
Since the 1980＇s, contention between quantitative and qualitative paradigm in the western education research fields is outwardly the contention of methodology, and inwardly the conflict between political standpoint and ideology. It is because of the involvement of this radical standpoint, people exaggerate the difference between the two methods and ig nore the existing tolerance between them. The social reality that education and the other social science research is the inte gration of subjective construction and objective structure. The quantitative and qualitative methods don＇t have inevitable antithesis. However they can tolerate and complement each other with explanation.
出处
《教育研究》
CSSCI
北大核心
2006年第2期47-53,共7页
Educational Research
关键词
教育研究
量化研究
质性研究
方法论
语境分析
educational research, quantitative research, qualitative research, methodology
