现象图析学与变易理论

Phenomenography and Variation Theory

现象图析学是一种目前盛行于欧洲、澳大利亚和香港的新的研究范式。现象图析学的发展可以划分为五个阶段：（1）探讨学生学习的差异；（2）研究人们经验世界方式的差异；（3）形成解释人们经验世界方式的理论框架；（4）应用变易理论描述及分析课堂教学：（5）使用变易理论设计学习环境来促进学习的发生。前两个阶段属于传统现象图析学范畴，主要研究人们经验现象的质性不同的方式。后三个阶段则属于”新”现象图析学范畴，强调用变易理论来解释及促进经验现象的特定方式。

This paper introduces a new research tradition， phenomenography， which is very popular and well received in Europe. Australia as well as Hong Kong. The development of phenomenography can be divided into five different phases：（1）investigating students’ differences in learning；（2）studying variation in people’s ways of experiencing；（3）developing a framework to characterize people’s ways of experiencing；（4）applying the variation theory to describe and analyze classroom teaching；and （5）finally designing learning environments inspired by the variation theory to bring learning about. The first two stages belong to the traditional phenomenography， and focus mainly on the qualitatively different ways of experiencing a phenomenon， whilst the last three stages belong to the “new” phenomenography， in which the emphasis is on the development of the variation theory to account for and develop a certain way of experiencing.