比較教育中比較基準點的形成

The Formation of Tertium Comparationis in Comparative Education

本文旨在探究比較教育中比較基準點的形成，以彰顯比較教育中「比較」之核心精神。首先，比較基準點的形成是在CIPP 的基礎上，呈現一種不斷調整之動態歷程，研究者應先蒐集豐富的資料庫，次須分析比較單位之不同歷史脈絡因素，並整合不同專家學者的意見，從而確定比較的範疇，以進行變量的分析、形成系統性比較，並關注他者的聲音，據以形成近似的比較規準和差異規準，以利於初步的比較。然而在比較的過程中，研究者仍須透過不斷反身性的思考，以形成比較教育的比較基準點。

The study is to explore the formation of tertium comparationis in comparative education for manifesting the core elements of comparative education， which is addressed as “comparability”. First of all， the formation of tertium comparationis is based on the construction of the CIPP model and is intended to present the dynamic process of constant adjustments. The researcher should collect bountiful data in advance， analyze the historical context factors from different comparative units，integrate opinions of different scholars and experts， confirm the category of comparison， engage in the analysis of variables， form systematic comparisons， and pay close attention to “others’ ” voice. Accordingly， the researcher can form the approximate comparison criteria and the criteria of differences to facilitate the preliminary comparison. However， reflexive thinking should be taken into account in process of comparing for the formation of tertium comparationis in comparative education.