混合方法研究：远程教育值得推广的研究范式

混合方法研究是近年来教育学领域正逐渐广泛应用,将定性和定量方法结合应用的研究思路。它与多方法研究存在着一定的不同,在实际运用时可以分为三角互证、补充、发展、启动和扩展等5种目的和8种类型。混合方法研究的一般过程包含有8个步骤和7个数据分析步骤。     

Research and policy on the language of instruction issue in Africa

Since 1995 I have been engaged in consultancies and since 2001 in research dealing with the language of instruction policies in Africa. To what extent are the policies being implemented? What is the role of research and consultancy when it comes to language policy? What happens when researchers or consultants come up with recommendations which do not please donors or the people of power? My paper builds on a consultancy on the language policy of Namibia from 1995, the stock-taking exercise of ADEA/GTZ/UIL of 2006, as well as on research results and experiences gathered within the LOITASA (Language of Instruction in Tanzania and South Africa) project. In the first part of the article I give two examples where the policy recommendations by the consultants/researchers have not been followed up. I give an example of a consultancy that has had some impact on the policy formulation in some African countries. Recommendations from only one of the four studies/consultancies looked at have been thoroughly followed up. These recommendations were in line with what the donors wanted, but did not logically follow from the research done. In the second part of the article I deal with the challenge of making policy research relevant for those most greatly affected by the policy. This means working for a paradigm shift in the research and consultancy on language policies in Africa. It also means looking at the power of misconceptions held by lay people. Towards the end of the article I discuss changing a belief system which has become common knowledge. I show examples of how Tanzanian colleagues in the LOITASA project are trying to do this.     

技术伦理研究范式演化的知识图谱

为充分了解前沿技术对技术伦理研究范式演化路径的推动作用,在Web of Science平台检索国际技术伦理研究领域相关文献,根据文献逐年分布情况,运用CiteSpace信息可视化软件绘制3个阶段的文献共被引网络知识图谱,在聚类分析的基础上展现国际技术伦理研究主题的演化路径:根据库恩范式转换理论,国际技术伦理的发展经历了从无统一范式的前科学时期到具体技术领域的伦理研究范式的常规科学时期,并从"一般意义的技术的伦理思考范式""单一技术领域伦理研究范式"向"多元技术领域伦理研究范式"转换。通过可视化分析,以期及时、准确把握国际技术伦理研究动态,促进中国技术伦理研究健康、持续发展。     

人体科学与哲学革命

人体科学提出用系统方法研究人及人身上的形神关系,其实就是在用与还原论方法截然不同的新的思维方法解释作为理论硬核的哲学基本问题。如果作为理论硬核的哲学基本问题的解释方法由还原论的观点转换为系统论的观点,那么整个哲学理论必将由于理论硬核的范式转换而发生革命性变革。     

远程教育期刊中论文写作范式评述——以《现代远程教育研究》期刊文章为例

从写作范式的角度,分析远程教育期刊的文章要求,能够把握所采用文章的写作特点和基本规律。期刊采用文章的标准,一是专业标准,二是质量保证。质量标准的基本条件首先就是观点新颖、内容扎实,具有学术价值。因此,文章选题要注意个性化、创新性,要以能产生新意的角度为论述切入点,避免思辨的空洞和一般化,避免脱离解决实际问题的实证研究。学术规范影响作者写作范式的运用和形成,学术期刊以其严谨性和规范性,保持应有的学术尊严。     

Can we measure practical wisdom?

ABSTRACT

Wisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom (phronesis). Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers have in mind when they discuss practical wisdom? I argue that they are not. Contemporary measures of wisdom and its components may pick out some necessary prerequisites of practical wisdom, but they do not measure a philosophically plausible practical wisdom or its components. After explaining the argument and defending it against objections, I consider its implications. Should wisdom scientists ignore the philosophical conception of practical wisdom in favor of other conceptions, revise their methods to try to measure it, or continue the interdisciplinary study of practical wisdom without expecting to measure it? I make a preliminary argument for the third option.     

库恩范式学说与图书馆学发展状态探究

针对图书馆学是前科学还是常规科学这一问题,认真研读了《科学革命的结构》一书,发现库恩所说的"范式"仅存在于自然科学之中,"图书馆学是前科学还是常规科学"这一问题其实是一个伪问题。社会科学多范式之说,已经变换了范式的概念。图书馆学是一门成熟的社会科学性质的学科,不存在统一的范式,只存在不同的观点和学派,并且处于不断地争论和竞争的状态。     

技术视角下的教育范式变革

面对21世纪全球化以及技术革命的挑战,教育范式转变已是大势所趋。教育的全球化、信息化、个性化、多元化是教育范式变革的出发点,只有以此＂四重化＂教育范式指导下的教育系统才能真正实现教育＂面向现代化、面向世界、面向未来＂,才能培养出具有创新精神的个性化人才,也才能使我国的教育取得突破性的进展。技术是教育范式转变的必要条件,为教育资源的全球化共建共享、信息技术与学习环境的全面融合、创新型人才的个性化发展,以及多元化的教与学方式提供了有力支撑。     

新范式教学设计的共同基础——解读《教学设计的国际观（第1册）：理论·研究·模型》

随着信息时代的到来,国际教学设计领域开始摆脱传统教学系统设计模型“专注于某种心理学取向的教学程序”的困囿,走向整合心理学、技术、文化、测量、评价、管理等多学科的开放的专业领域。《教学设计的国际观（第1册）：理论·研究·模型》汇编了欧美教育、心理、文化,特别是教学设计领域学者的理论与实践著作,从多维视角梳理了教学设计发展的历史沿革,阐述了教学设计的理论基础、研究基础和实践基础。新范式教学设计强调以一种开放的态度来认识关于教学设计的各种理论、基于教学价值和方法论取向批判性地接纳不同研究成果,注重信息技术与教育理念的整合,注重新的评估理念和方法,注重复杂系统视域中的学习环境的建构,注重跨学科研究和跨领域的应用。     

农村养老方式的变迁研究

“老有所养”是传统农业社会的理想．家庭养老是通往这一理想的现实路径。目前,我国农村的养老方式正在发生深刻的变迁。本文即以内蒙古五原县w村为例,在描述农村家庭养老功能蜕变的现实困境以及农村家庭内部调适策略的基础上,总结当前农村家庭养老的基本模式。通过研究发现,我国农村家庭代际支持结构发生了根本性的变化,已经由“反馈模式”转变为“弱反馈模式”;在观念层面,“齐儿防老”正在过渡为“老人自养”。