从量化到质性教育均衡发展研究范式的转向

发布时间：2018-05-08 08:44

本文选题：教育均衡发展 + 公平与正义　；参考：《当代教育科学》2014年11期

【摘要】：西方科学主义的盛行、"教育均衡"内涵的理解偏差以及对"实证研究"、"量化研究"概念的混淆等因素造成当前教育均衡研究中量化研究取向占主导地位。随着西方对"公平"、"正义"含义的新理解与量化研究缺点的暴露,教育公平与教育均衡研究开始从量化研究转向质性研究,而质性研究能够观照弱势群体及其文化的特性,与当今教育均衡和教育公平研究的本质相吻合,这对于深化教育公平研究、促进教育均衡发展有重大意义。
[Abstract]:With the prevalence of scientism in the West, the misunderstanding of the connotation of "educational equilibrium" and the confusion of the concepts of "empirical research" and "quantitative research", the orientation of quantitative research is dominant in the current research of educational equilibrium. With the new understanding of the meaning of "fairness" and "justice" in the West and the exposure of shortcomings in quantitative research, the study of educational equity and educational balance has begun to shift from quantitative research to qualitative research, and qualitative research can reflect the characteristics of vulnerable groups and their cultures. It is of great significance to deepen the study of educational equity and promote the balanced development of education.
【作者单位】：西南大学西南民族教育与心理研究中心;西南大学教育学部;
【基金】：教育部人文社科重点研究基地重大项目《“和谐社会”视域下西南民族地区基础教育均衡发展研究》(2007JJD880234) 全国教育科学“十一五”规划教育部重点课题《教育研究方法论流派梳理与学科体系构建研究》(DAA090138)
【分类号】：G40-03

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