教育研究中扎根理论的价值本真与方法祛魅

扎根理论作为一种质性研究范式,自21世纪初被引至国内教育研究领域后,便得到广泛应用。就实践论、方法论、本体论三重逻辑而言,教育研究中扎根理论应然的价值表征为以价值与事实的勾连,化解教育研究危机;以定量方法和定性方法的调和,缓冲教育研究的方法范式之争;以艺术与科学的融合,廓清教育学的本质属性。然而,在相关研究的实然样态下,扎根理论在实践论、方法论、本体论层面上分别暴露出应用形式桎梏、人文情怀缺位及扎根精神淡薄的问题。为此,教育研究者亟需对扎根理论进行祛魅,一要创生扎根理论的"时代风格",助推实践过程的"理论自觉";二要重塑扎根理论的"人文情怀",警惕方法层面的"花拳绣腿";三要重视研究过程的"扎根精神",回归扎根理论的"初心终旨",以实现扎根理论在我国教育研究中应然价值本真与实然价值追求的统一。

The Value Essence and Method Disenchantment of Grounded Theory in Educational Research

As one of the qualitative research paradigms, grounded theory has been widely used since its introduction into the Chinese education field in the early 21 st century. From the triple perspectives of practice, methodology and ontology, grounded theory in educational research carries values in resolving the crisis in educational research by linking values with facts, buffering the dispute of educational research paradigms by the reconciling quantitative and qualitative methods, and clarifying the essential attributes of education by integrating art and science. However, in real studies applying the method, problems in each aspect of practice, methodology, and ontology are exposed, including formalism of the application, lack of humanistic feelings in interpreting the data, as well as the lack of spirit of "grounded". Therefore, for educational researchers, the disenchantment with the grounded theory is urgent. Firstly, we should create the "style of the times" of grounded theory and boost the "theoretical consciousness" of the practice process. Secondly, it is necessary to reshape the "humanistic feelings" of the grounded theory and guard against the "tokenistic gesture" in applying the method. Thirdly, we must attach importance to the spirit of "grounded" in the research process and return to the "original intention and final purpose" of grounded theory in order to utilize the value of the method in educational research in China.