教育的行动研究：看见脉络中的人与教育问题

Action Research in Education: Contextualizing the Person and Educational Issue

教育的行动研究将人与教育问题置于人与历史性政经／文化／体制化社会结构交互作用的脉络来理解、解释与改进。对《我亲爱的甜橙树》的儿童观假设的探究、信息查找作业与家校合作策略的拟定，以及阅读的行动研究均显示：辨识与看见脉络，是重新框定问题的条件，是探究问题产生的原因的理论视角，也是转化与改进的契机。教育的行动研究，是研究者与参与者在伙伴关系中结成生命的同盟，是将人和教育问题置于人与历史性社会结构互动的脉络中加以理解、解释，致力于创建一个更公正健全的社会，研究者、参与者以及研究问题均得到改进的研究。

Action research in education holds that the issue of person and education should be understood, explained and improved by contextualizing the interaction of person and historical social structures of politics and economics, culture and institution. The exploration of the hypothesized view on children in O Meu Pé de Laranja Lima, the search of information and the school-family collaboration, and the action research of “reading” show that the contextualization of the person and educational issue is the prerequisite of reframing issues, the theoretical perspective for exploring the causes of issues and the chance for transformation and improvement. Action research in education allies the researchers and participants in partnership and interprets the issue of person and education in the context of the interaction between person and historical social structures to create an equal and robust society, where the researchers, participants and research issues will be improved.