我国教育史学科研究范式的反思与转换   总被引：1，自引：0，他引：1  

梁淑红  杨汉麟 《河北师范大学学报(教育科学版)》2007,9(1):63-69

我国教育史学科的传统研究范式具有遵循直线式进步教育史观、注重宏观的编年体研究、采用思想—制度模式划分研究内容、学术语言追求客观中立等特征。这些特征规范下的教育史研究已经无法满足现实教育改革的需求,时代要求教育史学科应体现研究的现实性、生动性、全面性和生成性,这就需要从以上几方面入手,实现研究范式与时俱进的转换。当前,研究范式的转换尚在史料建设、研究主体的素质及学科独立性等方面面临着严峻的挑战。  相似文献   

西方范式方法论的反思与重构   总被引：5，自引：0，他引：5  

孙绵涛 《华中师范大学学报(人文社会科学版)》2003,42(6):110-125

范式方法论是近半个世纪以来在西方比较流行的一种方法论。这种方法论对如何从事科学研究提出了一些有价值的见解，但也存在不足，值得进一步完善。文章认为有三种不同的范式方法论，即元范式论、一般范式论和方法范式论。文章在对这三种范式方法论评析的基础上，提出了一种新的方法范式论，分析了这种方法论所包含的哲学范畴、范式范畴和方法范畴及其相互关系，并对这种新的范式方法论的运用进行了说明，对这种新的范式方法论与其它三种范式方法论的异同进行了比较。  相似文献   

Parental Explanatory Models of Child’s Intellectual Disability: a Q Methodology Study     

Aesha John  Diane Montgomery 《International Journal of Disability, Development & Education》2016,63(3):293-308

This study with families caring for an individual with an intellectual disability in a mid-sized Indian city explored the diverse explanatory models that parents constructed of causes, preferred treatment approaches and perceived social effects of their child’s intellectual disability. Seventeen mothers and three fathers rank ordered 48 disability related statements and participated in a qualitative interview. The intercorrelations and factor analysis of participant sorts helped to generate three parental explanatory models which were named religious resilience, in search of treatment and social change, and it is a burden to bear. The three models extracted 23%, 20% and 9% variance respectively. Interpretations based on factor arrays, consensus and differentiating statements, and qualitative interviews indicated that the first explanatory model utilised religion and spirituality to positively frame their child’s intellectual disability. The second explanatory model rejected religious notions and did not dwell on the cause of disability, but rather focused on optimal rehabilitation of individuals with an intellectual disability. The third model was characterised by maladaptive religious attributions and rehabilitation approaches.  相似文献   

康德先验美学方法论     

胡友峰 《安徽教育学院学报》2007,25(2):31-36

康德美学的先验方法论原则,一方面应用“反思判断力”去超越美本体从而对本质主义美学进行颠覆,用“先验原理”去为情感寻求必然性从而对心理学美学进行重构;另一方面又应用知性直观去连接先验反思判断力和经验感性表象以求得对审美的正确解释。先验方法论在美学应用中体现的两条最根本的原则——先验反思和知性直观,是理解康德美学两套话语系统的关键所在。  相似文献   

论质化研究兴起的社会科学背景   总被引：3，自引：0，他引：3  

秦金亮  李忠康 《山西师大学报(社会科学版)》2003,30(3):19-25

质化研究是近年来兴起的同量化研究相对的一类社会科学研究方法体系，本文从元科学的视角剖析了质化研究兴起的文化人类学背景、社会学背景、心理学背景，认为质化研究是多学科背景聚焦的产物，它有着广泛而深厚的社会科学思想基础，其中文化人类学、社会学、心理学是这一方法体系孕育的母体学科，对上述科学背景的剖析有利于厘清质化研究方法形成的基本脉络。质化研究的跨学科背景，反映了社会科学在研究方法上共性与个性的统一，体现了社会科学在新时期特有的时代精神，从方法学层面昭示着社会科学新的交叉、融合与整合的趋向。  相似文献   

关于教育研究方法论的探讨   总被引：4，自引：0，他引：4  

王坤庆 《黄冈师范学院学报》2005,25(1):72-81,90

本文从分析方法论、教育研究方法论的基本涵义人手，对当前教育研究方法论探讨所涉及的几个基本问题作了具体分析。笔者认为，当前我国教育研究方法论主要应该探讨如何运用马克思主义哲学作指导的问题，并通过比较研究和元教育学研究，探询国外教育学理论发展的方法论背景，同时，对当前人们使用的教育研究方法要具体分析，并主张从教育哲学的高度来认识方法论探讨的意义。  相似文献   

职校《机床线路》实验课教学的研究     

林双媚 《柳州职业技术学院学报》2007,7(1):124-126

本文依据模块教学及项目教学法理论,利用实验教学板,阐述了职校《机床线路》实验课程教学改革建议.  相似文献   

Towards an adolescent friendly methodology: accessing the authentic through collective reflection     

Mary Keeffe  Dorothy Andrews 《International Journal of Research & Method in Education》2015,38(4):357-370

The re-emergence of student voice presents a challenge to schools and researchers to become more responsive to the voice of adolescents in education and in research. However, the poor articulation of the nature of student voice to date is confirmation of the complex and important nature of the personal advocacy and human agency that is involved in all student voice activities. This lack of clarity leads to interpretations of student voice that range in authenticity from token to active and meaningful (Hart, R. 1997. Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. Earthscan Publications. London: UNICEF). Researchers who are guided by more traditional methodologies may implement methods that are appropriate for adults yet are not sensitive to the needs and interests of the young person whose perspectives are usually the focus of the research. This research found that while an advocacy and empowerment worldview supports student voice research, adolescents also prefer a methodology that is agentic, socially based, reflective and embodied (Dempster, N., A. Lizzio, M. Keeffe, J. Skinner, and D. Andrews. 2010. “The Contributions of Research Design and Process Facilitation in Accessing Adolescent views of Leadership.” Leading and Managing 16 [2]: 77–89). Adolescent perspectives on research processes and methods are valuable in helping researchers to choose more responsive approaches to sharing understandings with adolescents, so that research designs may be challenging, meaningful and rewarding for all participants.  相似文献   

Photo-elicitation: reflexivity on method,analysis, and graphic portraits     

Veronica M. Richard  Maria K.E. Lahman 《International Journal of Research & Method in Education》2015,38(1):3-22

In this methodological discussion, the authors detail and reflect on the processes of using photo-elicitation interviewing as a way to align with positive qualitative methodologies, to gain access to participant beliefs and values, and to highlight participant voices through their choices of words and visuals. A review of the literature and an overview of the educational research experiences leading to the discussion are included. Next, the discoveries regarding what is methodologically new and/or valuable concerning this visual method is presented. In the final section, the authors reflexively contemplate aspects of visual methodological processes in an effort to address methodological crossroads of potential and tension including: (1) the potential of decontextualized photos, (2) photos as metaphors of meaning, (3) photos as representations of inherent meaning, (4) participant empowerment, and (5) graphic representation or graphic portraits.  相似文献   

Considering the Role of Self-Study of Teaching and Teacher Education Practices Research in Transforming Urban Classrooms     

Mary Lynn Hamilton  Stefinee Pinnegar 《Studying Teacher Education》2015,11(2):180-190

We explore the first four articles in this Special Issue of Studying Teacher Education to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by identifying strategies and tools that might be used by S-STEP researchers to strengthen the presentation of their work and to explore the challenges to transforming classrooms using this methodology.  相似文献