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題名 | 教育研究客觀性的現象學分析=The Phenomenological Analysis on the Objectivity of Educational Research |
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作者 | 李宗薇; Li, Tzong-wei; |
期刊 | 臺北師院學報 |
出版日期 | 19970600 |
卷期 | 10 1997.06[民86.06] |
頁次 | 頁1+3-21 |
分類號 | 520.31 |
語文 | chi |
關鍵詞 | 教育研究; 現象學; |
中文摘要 | 自庫恩於一九六二年提出派典的概念以來,實徵取向的科學派點一直是教育研究 的主流。所謂客觀性似乎與使用客觀、量化的方法劃上等號,客觀性幾乎專指驗證假設、說 明因果關係與建立法則和理論的過程與結果。然近年漸質疑上述看法,認為教育研究的客觀 性需重新界定,而強調描述、直觀、還原方法以回到現象本身的現象學分析,提供另一觀察 的向度,擴展了教育研究客觀性的視域。 本研究自本體論、價值說、資料類型三方面探討客觀性於教育研究的意義,以釐清客觀性於 教育研究的義涵。再就現象學的主要概念,包括現象與本質、能思與所思、意向性、互為主 體性等,及所用之還原、存而不論、直觀等方法做一剖析。最後則就研究取向與研究方法兩 方面說明現象學對教育研究客觀性的影響,在研究取向方面為重視社會世界、強調人的主體 性、建構互為主體的了解,與重視時間與空間向度四方面;在研究方法上視研究對象為共同 研究者,採觀察、訪談等途徑蒐集資料,使事象還原,回歸事象本身。 |
英文摘要 | Since T. Kuhn Presented the concept of paradigm in 1962, so called objective, measurable "scienetific paradigm" seemed to become the mainstream of educational research. Objective method seemed to be equal to objectivity. Yet in recent years, this kind of statement has been challenged. Many educational scholars feel the need to redefine the term of objectivity in the field of educational research, especially through the phenomenological approach. The article first examined the meaning of educational objectivity through the inquiry of ontology, axiology and the type of collecting data. Then, main concepts and research method of phenomenology were discussed. Finally, the author synthesized and presented the influence of phenomenological analysis on educational objectivity in four aspects: appreciating social world; emphasizing the subjectivity of human being; constructing intersubjectivity kind of understanding; and considering the time and space dimension. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。