扎根理论在中国教育研究中的运用探索

Critical Application of Grounded Theory in Chinese Education Research

“Discovered” by two American scholars Barney Glaser and Anselm Strauss in 1967， grounded theory has been quite influential in social science research. Some of its concepts， techniques and even paradigm have undergone changes in the past years. However， What is special about this kind of approach? In what historical context was it M discoveredM ? What are its specific procedures and techniques? What insights can it provide to the educational research in China? What challenges does it propose and what indigenous adaptations are needed for the Chinese academic context? These are the questions that this article intends to explore. The article first introduces the definition ，basic procedures and techniques of grounded theory， before providing a teaching case to illustrate one way of grounded theory analysis in the Chinese edilCa-tion context. Based on the analysis of the case， the article finally discusses the implications of grounded theory on Chinese educational research， and its limitations and possible indigenous adaptations in the Chinese social-cultural context.