反思教育研究的实证情怀—兼与D.C.菲利普斯对话

Reflection on Empirical Educational Research ： Argument with D. C Phillips

西方学者对是否应该更加关注教育实证研究开展了激烈的讨论，但存在概念不清及教育研究中实证 研究适切性探讨不深人等不足。实证研究具有客观性、精确性和可验证性等特点。由于教育理论的共识性，教育 现象的情境性，教育问题的复杂性决和教育实践的规范性等特点，决定了实证研究不能广泛运用于教育研究中。 因此，开展教育研究要摒弃“二元对立”的思维方式，走出唯“实证研究”是从的窠臼，秉承诠释与实证的结合，坚持 历史与逻辑的统一。

Western scholars have launched a fierce discussion on whether more attention should be paid on empirical research in educational research， but there are some shortcomings in the discussion such as lack of clearly defined concepts and the insufficient discussion regarding the appropriateness of empirical research in educational studies. The empirical research has the characteristics of being objective， accurate and verifiable. Due to the mutual recognition of educational theory， situational nature of educational phenomenon， the complexity of educational problem and the normality of educational practice， empirical re- search cannot widely apply to the studies of education. Therefore， we should abandon the ^binary opposition” way of thinking and give up the idea that empirical research s the only way in educational study； we should adhere to the combination of interpretative and empirical study， persisting in the unity of history and logic.