教育行动研究在中国：审视与反思

A Review and Reflection on Educational Action Research in China

教育行动研究方式因其在解决教育理论脱离教育实践、促进教师专业发展、推动课程改革等方面的作用而受到倡导。这促进了我国教育研究的发展，但同时也出现了一些问题：表现于“重理轻用”、“低水平重复”、“文不对题”等对教育行动研究的泛化及滥用现象；混淆教育行动与教育行动研究；教育行动研究过程中存在“去理论化”倾向。秉持跨学科研究取向，以问题为中心，正确认识、评价和定位教育行动研究，廓清概念、规避“唯方法主义”倾向、重视理论思维，方有助于我国教育研究的良性发展。

Educational action research is advocated as an important way to address the separation of educational theory and practice and promote teacher professional development and curriculum reform. It promotes the development of educational research in China. However, there are some problems, such as the generalization and abuse of educational action research including the phenomena of “emphasizing theory but attaching little importance to its application”, “low-level repeating” and “irrelevant to the research topic”, the confusion of educational action and educational action research, and the tendency of “de-theory” in educational action research. We should orientate to the interdisciplinary research approach, centered on the problem, understand, assess and define educational action research correctly, clarify its concepts, avoid the trend of “method centralism” and value theoretical thinking in educational action research, which will benefit the development of China’s educational research.