论文标题:教育科学研究效度问题探析
An Analysis on the Problems about Education Research Validity
论文作者 李向辉
论文导师 扈涛,论文学位 硕士,论文专业 教育学原理
论文单位 河南大学,点击次数 203,论文页数 61页File Size562k
2005-05-01论文网 http://www.lw23.com/lunwen_25239572/ 教育科学研究; 效度; 效度问题
education research; validity; research validity problems
教育科学研究是研究者用理性精神来考察人类社会现象中的教育问题,并运用科学方法有目的、有计划地进行研究,以满足主体教育价值需求的一种科学认识与实践活动。研究活动以发现和提出教育问题为起点,以解决问题并提出新的问题为逻辑终点的具体探究过程。教育问题是其核心和终极走向,引领研究主体和客体之间互动,以期寻求达到最佳平衡点。我国教育科学研究近年来获得了长足的发展,在教育基本理论等方面诸多研究成绩斐然,但迅猛发展中,确实也暴露出某些不足之处。探究教育科学研究过程中存在的问题,解决求真与逐利的对立统一,是摆脱研究效度低下的必由之路。本文强调研究效度在建构教育理论、解决教育问题中的重要作用,认为研究效度是保证教育科学研究价值的关键。研究效度作为历时性概念,不断更新、不断丰富,浑融于教育科学研究的整个过程。基于此在必要的历史考察和逻辑梳理的基础上拟对教育科学研究现状进行分析,着力探讨影响研究效度的因子,并据此进一步探寻提高研究效度的方法和措施。 本文共分四部分: 第一部分探讨教育科学研究效度的内涵,揭示其特定使用域的特有属性。本部分通过对效度概念在教育研究中发生演变的历史追踪,认为“效度”概念随着时间的发展,其周延性不断丰富,外延沿着理性的轨迹不断延展,对效度的理解和评价逐渐扩展到研究内容、研究方式、研究工具、研究行为、社会效应等维度。笔者认为效度是指回应课题相关问题的正确程度,其高低是研究工作自身价值的反映,既指向研究的正确程度,又指向研究的意义和价值。 第二部分从我国教育研究的现状出发,探讨研究中存在的效度问题。从宏观和微观两个层面展开,以事实求验证。宏观上存在的问题主要为不注重研究的社会影响及利用价值,导致社会后果效度的降低,具体表现有研究中存在“假问
Education research is a kind of science knowing and practicing activity, in which researchers make researches rationally on the educational problems in human society, purposefully and designedly with scientific methods in order to satisfy the need of educational subject. Research itself is a practical course of the investigation that starts with the discovering and bringing forward educational questions and ends up with the problems solved at the same time new questions may be raised. Educational questions are the core and ultimate destination of education research, and they make the subject/object of education research interact with each other to seek the optimum balance point. During the past few years, education research in China has been well developed and the achievements such as those in the basic theories of education research mushroom. However, together with the achievement there are some defects: such as the unity of opposites between truth-seeking and benefit-seeking. The analysis and resolution of these defects is a necessary and good way to improve research validity. The thesis emphasizes the role of research validity in the construction of educational theories and the solution of educational problems. It also thinks that research validity is the key to education research value. Research validity is updated and richened as a diachronic conception at the same time it is being emerged into the whole process of education research. Hence after a review and analysis of education research history, the thesis first probes the status quo of education research. Second, it attempts to find out the factors that affect research validity, and third it gives some methods and measures that can help to improve research validity. This article is made up of four parts: In part one. The connotation of education research validity is probed into as well as its special properties in special field. While reviewing the concept of validity historically, the thesis finds out that with time going, the concept of validity is distributed rich and extended rationally. Its understanding and evaluating are extended gradually to research content, research method, research tools, research action, research results and social effects and so on. In this thesis, validity is defined as the coincidence between the research and the relevant questions. And it reflects the value of research work including the research’s value. In part two. On facts, validity problems existing in china education research now are discussed from macro-and micro-levels, In the macroscopic level such are the problems: little attention to research social effects and its value of utilize lead to the low consequential validity of society, existing in research as “false questions” and urged research results, in research they tend to be “fame-seeking and material gain” take for example, the education experimental research in the microscopic dimension. There are problems about external validity, concept validity and statistical validity of conclusion. In part three. What cause these problems in education research is analyzed. First, lack of scientific spirit brings a work style that is eagerness for quick success and instant benefits and is picking easy work and shirking hard ones. Secondly lack of effective mediums to spread and improve education research methods keeps researchers unqualified. Thirdly, choosing of research methods leads to positive quantitative analysis inadequate and dissimilation as well as the weak basic research. Fourthly, the relative lagging of management and evaluation system in education research is an indirect cause of validity problem. In part four. Measures and methods are sought to heighten education research validity. First, the highlighting of scientific spirit and the enhancing of research moral construction are bases of education research. Secondly, the improvement of education theory levels is the precondition of education research. Thirdly, the correct use of the various research technologies and the enhancing of quantitative
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