The reinterpretation of experiment methodology in education

Abstract

The scientificalization of educational research methods was always the most predominant in the two tides of educational experiment in China in the twentieth century, the result of which was unexpectedly dissatisfactory, because researchers misunderstood the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement. If researchers reflect dialectically on the classic codes of experiment, and aim at reconstructing the viewpoint of experiment in education in the dimensions of ideas and pattern, they would guide the research on education by an “ideal type”, decently intervene the “logic of practice” with the “logic of theory”, so that the theorists and practitioners in education can finally coexist and co-develop.

摘要

中国的教育实验曾在20世纪掀起两次高潮, 一以贯之的追求是教育研究的科学化, 然而这一初衷的后效却难尽人意—对科学化内涵的误解导致了方法崇拜和替换思维。 以扬弃的态度反思经典的实验规范, 从理念和形态两个方面重建教育实验观, 由此我们可以见到这样一幅图景: 以“理想类型”引领教育研究活动, 以“理论逻辑”有分寸地干预“实践逻辑”, 最终实现教育理论工作者与一线教育者这两类研究者的“共在”与“共生”。