| 论规范性研究范式和实证性研究范式在教育现代化研究中的应用 |
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| 引用本文： | 杨明. 论规范性研究范式和实证性研究范式在教育现代化研究中的应用[J]. 浙江教育学院学报, 2011, 0(5): 73-78 |
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| 作者姓名： | 杨明 |
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| 作者单位： | 浙江大学教育学院,浙江杭州,310028 |
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| 摘 要： | 范式是指科学家在特定科学研究领域中形成的共识。在社会科学研究中,规范性研究范式和实证性研究范式是两个基本研究范式。人们有必要使用规范性研究范式探讨教育现代化的属性、结构、演化、价值取向和创新机制,使用实证性研究范式评价教育现代化水平,进行区域教育现代化案例分析,从而完善教育现代化研究的方法论。
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| 关 键 词： | 教育现代化 规范性研究范式 实证性研究范式 现代性 |
On the Application of Normative Research Paradigm and Positive Research Paradigm in the Study of Educational Modernization |
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| YANG Ming. On the Application of Normative Research Paradigm and Positive Research Paradigm in the Study of Educational Modernization[J]. Journal of ZHEJIANG Education Institute, 2011, 0(5): 73-78 |
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| Authors: | YANG Ming |
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| Affiliation: | YANG Ming (College of Education,Zhejiang University,Hangzhou 310028,China) |
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| Abstract: | The paradigm is the consensus made by scientists concerning specific research field.The normative research paradigm and positive research paradigm are two basic paradigms for the research of social science.It is necessary for researchers to conduct study on the essence,structure,evolution,value-orientation and innovation mechanism of educational modernization by using the normative research paradigm,to evaluate the level of educational development and make case study on regional education development by using positive research paradigms.These studies are beneficial to the improvement of the methodology of study on educational modernization. |
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| Keywords: | educational modernization normative research paradigm positive research paradigm modernity |
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