| 论教育研究的特性 |
| |
| 引用本文： | 王洪才.论教育研究的特性[J].教育学报,2005,1(6):28-33. |
| |
| 作者姓名： | 王洪才 |
| |
| 作者单位： | 厦门大学,高等教育发展研究中心,福建,厦门,361005 |
| |
| 摘 要： | 教育研究的根本特性是什么？传统的“研究对象独立、研究方法独立和概念体系独立”的回答方式是不成功的。本文认为，考察教育研究的特殊性必须从研究主体的特殊性出发，并从教育活动目标特殊性寻找答案。由此可以得出，教育研究特殊性表现在研究目的的先验性、研究方法的综合性、研究对象的典型性和研究结果的启示性上。
|
| 关 键 词： | 教育 研究 特性 |
| 文章编号： | 1673-1298（2005）06-0028-06 |
| 收稿时间： | 2005-09-01 |
| 修稿时间： | 2005年9月1日 |
On the Specialty of Education Research |
| |
| WANG Hong-cai.On the Specialty of Education Research[J].Journal of Educational Studies,2005,1(6):28-33. |
| |
| Authors: | WANG Hong-cai |
| |
| Institution: | Research Centre of Higher Education Development, Xiamen Unlversity, Xiamen 361005,China |
| |
| Abstract: | What is the essential specialty of education research? The traditional answer of "independent research objects,approaches and concepts system" is unsuccessful.This paper puts foreword a viewpoint that to find out the specialty of educational research,we must start from the specialty of researchers and get the answer from the specialty of the objects of education activities.Therefore, we can make a conclusion that the specialty of education research is embodied in four aspects: the apriority of research purposes,the comprehensiveness of research approaches,the typicality of research objects,and the indication of research results. |
| |
| Keywords: | education research specialty |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
