范式探索：实践－反思的教育质性研究

Paradigm Inquiry: Praxis-Reflective Qualitative Research in Education

北京大学教育学院教育学原理方向通过15年的探索，初步形成了[实践─反思的教育质性研究]范式。本文对该范式产生和发展的历史以及研究者的学术立场和学术主张进行了评介，包括范式产生的背景、研究者的行动尝试、范式的雏形（概念概括、共同承诺的信念、价值、范例）、范式的方法论意涵、该研究方向的地位以及今后继续探索的思路。通过本文，作者希望倡导一种批判反思的、基于实践问题的并为实践服务的教育研究取向，以提高我国教育研究的针对性、有效性和引领作用。

Through 15 years of inquiry， the Program of Education Foundation in the School of Education， Peking University， has established a preliminary paradigm entitled [Reflection-Praxis Oriented Qualitative Research in Education]. This paper introduces the historical development of this paradigm， as well as the researchers' academic standpoint and opinions about education and educational research. The paper includes the background in which the paradigm first appeared， the actions that the researchers have taken， the preliminary shape of the paradigm (concept generation， commonly committed beliefs， values， and exemplars)， the methodological implications of the paradigm， the position of this research orientation in the current academic field， and the future prospects for further research. By this introduction， the author hopes to advocate a research orientation that is critically reflective， based on practical problems， and serving educational practice， in order to improve the relevance， effectiveness and guiding function of educational research in China.