俗民方法學及其對教育研究的啟示

Ethnomethodology and its Implications for Educational Studies

本文探討俗民方法學的理論發展與實徵研究，以便運用其方法論於教育研究中。本文旨在追溯葛芬柯創始俗民方法學之源流、進一步探索俗民方法學的理論基礎、然後檢討最近的研究發展，最後特別檢視以俗民方法學觀點從事教育研究的主題，包括：課程、班級語言互動及諮商歷程。俗民方法學於一九六○年代發源於美國加州的大學中，在社會學界掀起軒然大波。致力於理解的社會學比崇尚解釋的社會學獲得較多關注；以質的方法論研究社會現象則比傳統社會學採量的研究方法更形重要。俗民方法學之研究使吾人對社會生活及實務工作者之工作有深刻的瞭解：舉凡在法庭辯論程序、醫生與病人的關係、科學家發明的過程、政治對話及師生互動等領域。在教育上，針對班級語言互動、師生的認知歷程、諮商過程及教學實習等主題，採用俗民方法學的研究方法做實徵研究實有重大啟示。

This paper reviews the theoretical development of and empirical studies in ethnomethodology with a view to applying its methodology to the educational research. The aim of this paper is to trace the origin of Harold Garfinkel’s seminal research on ethuomethodology， explore the theoretical foundations of ethnomethodology， examine the recent development of its research and finally focus upon the ethnomethodological studies of education， including topics of curriculum， classroom discourse interactions and counselling processes.The advent of ethnomethodology in the 1960’s on the campuses of Californian universities has brought an academic upheaval in the sociological field. Sociology that strives to understand is being more stressed than sociology that intends to explain; the qualitative methodology to the social is more emphasised than the quantitative approach of traditional sociological research.Ethnomethodologists have contributed to our understanding of social life in practitioners’ work: judicial processes; medical consultations， scientific work， political confrontations and pedagogic encounters as well， especially on the topics of classroom verbal interactions， cognitive processes of teachers and students， counselling encounters and teaching practicum.