教育质性研究的批判实在论取径初探——兼论解释主义与社会建构主义
教育质性研究基本的立足点在于对教育系统中的社会行动实现意义理解与因果说明。解释主义与社会建构主义都为教育质性研究提供了一条可能的路径，但各自又面临不同的挑战。批判实在论在开辟出一条教育知识生产的新路径时，也对另外两种取径存在的缺憾进行了有效而合理的弥补：基于分层本体论的基础，通过回溯深层实在里的机制，实现对教育事件本源的追问。将认识论的相对主义与判断理性结合，在“双重洽释”中实现对教育常识世界的再解释，为维护教育知识的自主性以及生产更可靠的教育知识创造了可能，也为建立既具规律性又具解释性理解的教育理论提供了一条新的路径...
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| container_title | 比較教育研究 |
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| creator | 林美(LIN Mei) 谢少华(XIE Shaohua) |
| description | 教育质性研究基本的立足点在于对教育系统中的社会行动实现意义理解与因果说明。解释主义与社会建构主义都为教育质性研究提供了一条可能的路径，但各自又面临不同的挑战。批判实在论在开辟出一条教育知识生产的新路径时，也对另外两种取径存在的缺憾进行了有效而合理的弥补：基于分层本体论的基础，通过回溯深层实在里的机制，实现对教育事件本源的追问。将认识论的相对主义与判断理性结合，在“双重洽释”中实现对教育常识世界的再解释，为维护教育知识的自主性以及生产更可靠的教育知识创造了可能，也为建立既具规律性又具解释性理解的教育理论提供了一条新的路径 |
| doi_str_mv | 10.3969/j.issn.1003-7667.2020.10.013 |
| format | Article |
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| source | 国家哲学社会科学学术期刊数据库 (National Social Sciences Database) |
| title | 教育质性研究的批判实在论取径初探——兼论解释主义与社会建构主义 |
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