论教育研究中质的研究者

质的研究所具有的特点,决定了研究者在质的研究中占据着更特殊的角色和地位。在质的研究中,研究者本人是主要的研究工具,研究者是社会现象的忠实“再现者”。研究者在研究过程中会遇到哲学理念、思维方式和研究者角色等方面的矛盾与冲突,研究者学习和运用质的研究的体验与经历可以概括为“喜悦”、“执着”与“明了”等三种意境,研究者的研究素养在质的研究过程中起关键的作用,为提高研究者的研究素养,研究者要注重不断地反思自己的研究方式、锤炼自己的研究能力和提升自己的人格修养。     

Wiki在基于网络的研究性学习中的作用

研究性学习需要一个开放、自由的协同创作与学习空间,Wiki的出现让人们可以跨越时间与空间的限制,为学习者的共同创作与交流提供了前所未有的高效平台.本文在简述中小学研究性学习的特点基础上,论证Wiki在中小学研究性学习中的作用.     

Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care

ABSTRACT

Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.     

The Scottish national curriculum and special educational needs

One of the defining features of the Teaching and Learning Research Programme is that it ‘aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK’. This article argues that, although it is possible to use the terms outcomes for learners and learning outcomes interchangeably, they have an important difference in connotation. Particular meanings of the latter term are dominant within the Further Education sector. Some insight from analysis in the TLRP project Transforming Learning Cultures in Further Education is presented to illustrate this difference and to underline the necessity for educational research to engage critically with both outcomes for learners and learning outcomes if it is to provide knowledge with a practical application.     

环境中有机汞分析方法综述

无机汞可以通过生物转化生成有机汞,有机汞毒性强且在自然环境中分布广泛,对人类生活产生危害,故检测环境样品中有机汞含量具有重要意义。文章概述了近年来环境样品中有机汞形态分析技术进展,从样品的采集、预处理到分析方法,列举了光谱法、色谱法和各种联用技术,为进一步研究提供依据。     

教育研究原创性不足的成因追问

教育研究原创性不足是中国教育研究的基本特征之一。其原因是复杂的,本研究对其成因分别从社会与学者自身两个维度予以探究,但更侧重于对学者自身原因进行了多维的审视与分析,即从研究者认识上的不足,研究者自身心理倾向,研究精神的缺失及问题意识缺乏等四个维度予以追问。     

Technology’s Non-Neutrality: Past Lessons Can Help Guide Today’s Classrooms

The benefits of classroom computers and associated technologies seem to be an accepted truism with those who question the benefits often dismissed as intractable Luddites. Educational technology has become big business both commercially and academically for today’s increasingly high-tech classrooms. Clearly, computers mark changes—permanent changes—in the way everyone lives, learns, works, and interacts globally. Ellul, Norman, and Postman, among others, have focused on the application of a technology and not on the “box” itself. All three have warned that although educators’ focus should be on the application, it is the characteristic of technology itself that shapes the future. History is replete with lessons and voices that support these warnings and provide a foundation for reasoned discussions of any technology’s Faustian bargains and its often unanticipated uses and consequences. The topic and open debate could not be more crucial or timeless, for how young minds, mental habits, and values are shaped in classrooms around the world affects everyone.     

摆正开放教育试点工作与课题研究的关系

本文结合电大“人才培养模式改革和开放教育试点”课题研究工作,论述了新形势下电大教师面临的新任务,分析了开放教育试点与课题研究相结合的必要性和重要性,探讨了科研与教学和管理之间的辩证关系,对于深化电大教学改革、推动电大科研工作具有重要的指导意义。     

实践研究的理论阐释遭遇复杂实践后的问题反思

尽管实践研究的特殊性为教师从事研究提供合理辩护,但无论是侧重它与理论研究的差异比较,还是偏向两者共同之处的科学化诉求,都可能影响实践研究的有序发展,从而反映出理论阐释的两难境地。尽管教师即研究者的观点突显了教师职业的专业性,指明了教师专业发展的方向,但潜藏的技术理性观和身份认同问题使教师身处解决实践问题还是迎合他人理论或服从集体规范还是遵循自我角色认知的两难选择。尽管学校作为研究场域的存在支持着科研兴校和教师即研究者的判断,但自治性主体的假设只是排除多重矛盾后对学校自主发展的孤立分析,科研机构的假设也是忽视学校专门教育机构属性和教师实践教育者的身份后,对学校科研环境的简单预期。     

实践研究的理论阐释困境

尽管实践研究的特殊性为教师从事研究提供了合理辩护,但无论是侧重于它与理论研究的差异比较、还是偏向于两者共同之处的科学化诉求,都可能影响实践研究的有序发展,反映出理论解释的两难境地。教师即研究者潜藏的技术理性观和身份认同问题使教师身处解决实践问题是迎合他人理论或服从集体规范,还是遵循自我角色认知的两难选择。同时,尽管学校作为研究场域的存在支持着科研兴校和教师即研究者的判断,但自治性主体的假设只是排除多重矛盾后对学校自主发展的孤立分析,而科研机构的假设也是忽视学校专门教育机构属性和教师实践教育者的身份后对学校科研环境的简单预期。     

论职业教育研究者的实践取向

教育理论与教育实践\"两张皮\"现象备受人们的普遍关注,但问题始终没有得到较有效的解决。人类学领域著名的\"马林诺夫斯基之路\",影响着职业教育研究者的实践价值取向。真正意义上的教育理论研究就是通过研究教育活动来重建其理论大厦的。     

建设我国研究型教师队伍的若干思考

“科研兴国”、“科研兴教”、教学与科研并重,是我国和世界各国教育事业发展的基本策略,我国教师整体科研能力偏弱,严重制约了教育质量的提高和高质量教育的发展。建设研究型教师队伍在实施“科教兴国”战略推行素质教育,培养创造型人才方面具有基础性的作用,研究型教师是实施创新教育的骨干力量,培养研究型教师是我国教师队伍建设的重点之一。我国应当采取切实的措施,坚持教学与科研并举,下大力气提高大中小学教师的科研能力,建设好数量充足的高素质科研型师资队伍,为实施创新教育,培养创造型人才,促进教育事业健康发展,为真正实现“三个面向”奠定师资基础。     

Who is the newer researcher into higher education? Locating ourselves in shifting terrains

This article aims to deconstruct the underpinning tenets of the term ‘newer researcher into higher education’. In recognition of the ambiguities of the term, we begin by questioning the nature of the field(s) of research into higher education (HE). Secondly, we critique the policy discourses associated with the term ‘newer researcher’. Then, with a view to illustrating the over-linear assumptions of such discourses, the article articulates the biographies of practising researchers in this field through narrative reconstructions of the five authors’ own routes as researchers into HE, openly acknowledging their temporalities and serendipitous conditionalities. Finally, we consider the nature of a career in the context of the professionalisation of routes into HE research. Our concluding remarks return us to the question of the status of HE research and to suggestions of positive ways to embrace the dilemmas we face.     

浅谈教育科研中的问题

教育科研问题的选择与确定是从事教育研究工作的起点和关键,它关系着教育研究工作的难易程度、论文的价值以及成果的学术地位,只有充分把握好教育科研问题的来源,并注意问题选择的注意事项,才能为进一步的科研工作奠定坚实的基础。     

多层混合法研究设计:挑战与优势

与目前运用单一方法的研究相比,多层混合法研究作为一种重要的研究范式,其研究结果可能因更严谨可靠而对政策和实践产生更大的影响。运用多层混合法不仅需要提升研究者的技术能力,还需要转变他们的思维方式。对大多数研究者来说,这可能是一个极大的挑战。当然,这并不是说所有的研究都应该寻求对他人的直接影响;相反,研究的目的各有不同。尽管如此,不同研究领域的研究者一致认为,教师课堂内外赖以生存的社会环境的生态具有不可预测性。对一项在英格兰实施的研究项目进行剖析,探讨多层混合法在教育研究中的应用,发现与单视角的量化研究、元分析或者纯质性研究相比,多层混合法可能提供更微妙的、更细颗粒度的、更严谨可信的、基于循证的领导力研究,从而更为全面地揭示校长如何通过领导力角色、领导行为实现并且保持学校的可持续发展。