第三次方法论运动--混合方法研究60年演变历程探析

The Third Methodology Movement：Probe and Analysis of the 60 years’ Development of Mixed Approach

混合方法研究作为继定量研究、定性研究后的第三种教育研究范式，是以实用主义为基础，以研究问题为核心的多元化交叉研究方法。然而，由于不了解混合方法研究的发展历程，尤其是其产生的哲学基础和独有的研究策略，教育界对此方法使用极少或误用，认为它仅是定量和定性两种研究方法的简单混合。但是，混合方法研究60年发展历程的研究表明并非如此。20世纪50年代实证主义与建构主义之争产生了混合方法研究，20世纪60年代后实用主义哲学基础确立奠定其理论根基，20世纪80年代后研究步骤与策略的突破，最终迎来教育研究的第三次方法论运动。

As the third methodology after qualitative and quantitative approaches， the mixed approach is a cross-over study with pragmatism as its basis and research problems as its core. However， due to little understanding of the development process of mixed approach， especially its philosophical foundation for its emergence and its unique research strategy， educational researchers seldom use or misuse this approach and consider it only as the simple mixture of qualitative and quantitative approaches. However， the idea has been proved wrong by the research into the 60 tears’ development of mixed approach. Mixed approach derived from the dispute between positivism and constructivism in 1950s. Pragmatism became its philosophical basis after 1960s， which established its theoretical foundation. With the breakthrough in research procedure and strategy after 1980s， the third methodology movement of educational research finally took place.