对当前教育技术学多元化研究范式的思考——兼论现象学研究方法对教育技术学研究的意义

Reflection on Pluralistic Pluralism of Contemporary Educational Technology Research ——and Discussion of the Significance of the Phenomenological Research Approach to Educational Technology Research

理论思辨的失真及实证研究的乏力是当前教育技术学研究的主要症结。对当前教育技术学研究的深刻反思，我们清醒地认识到探寻合理、多元化的研究范式已迫在眉睫。教育技术学研究方法的困境、理论基础的多元性及发展性、研究内容的多样性和整合化的趋势呼唤多元化的研究范式。而社会科学领域广泛兴起的现象学研究方法，对教育技术学研究具有重要的价值，它能促进教育技术学研究范式的多元化，弥补教育技术学研究中实践基础的缺失，彰显主体间性、加强对话与交流，促进教育技术学领域教师的成长与专业发展，推进学科研究方法的融合与互补。我们在开展现象学研究的同时，要注意多种范式的融合和优势互补，迈向研究范式的多元化。

The distortion of theoretical reflections and lack of empirical research are two main weaknesses in educational technology research. In-depth reflections on educational technology research made us realize that it is imperative to apply sound and diversified research approaches. Pluralistic research paradigm is much in need due to a number of reasons：the stagnation of current research methods， the existence of pluralistic and evolving research foundations， diversification of research objects， and the tendency towards integration. The phenomenological research approach developed in social sciences is significant to educational technology research. It can boost the pluralism of research approach， make up for the deficiency of realistic applications， reflect inter-subjectivity， reinforce communication and cooperation， promote professional development for teachers， and promote the integration and complementation of research approach. When conducting phenomenological research， we should pay attention to the integration and complementation of many kinds of paradigms in an effort to broaden the diversification of research methods.