行動研究中的教育理論建構問題探討

Investigation of Issues of Action Research to Educational Theory-Building

顧曉雲(Hsiao-Yuh Ku)

《中等教育》 58卷6期 (2007/12) Pp. 8-21

摘要

多年來，教育理論與實踐之間的鴻溝，始終是學術界所關心的議題，然鮮少從教育理論建構途徑的本身來切入探討。因此，本文首先以Wilfred Carr的觀點為框架，企圖說明不同理論應發揮的實踐功能不同，若能根據其實踐功能恰當運用，自能有助於縮短教育理論和實踐之間的鴻溝。
其次，雖然國內已有學者逐漸重視行動研究在建構教育理論上的重要性，然學術界對此一途徑仍有疑義，而僅將之視為教師用以解決教育問題的歷程，忽略其建構教育理論的可能性。因此本文針對以下問題加以探討：行動研究如何建構理論？行動研究所建構的理論有何特色？透過行動研究所建構的理論，應如何確保內、外在效度？澄清學術界的疑慮，並主張行動研究在理論上乃是一可能的理論建構途徑。
最後，本文試圖說明行動研究之理論建構取向，突顯其所能發揮的實踐功能，並討論其與其他教育理論建構途徑的關係。文中指出其無法取代其他的建構途徑，期待行動研究能與其他教育理論建構途徑互補，共同努力達成教育理論改善教育實踐的目標。
行動研究;教育理論建構;教育實踐

關鍵字

行動研究 ； 教育理論建構 ； 教育實踐

並列摘要

The aim of this article is to rethink the gap between theory and practice through different approaches to educational theory-building. Wilfred Can argued that a conception of educational theory should support a conception of educational practice. Beginning from this idea, this article argues that if we want to bridge the theory-practice gap, we should define the theory in terms that always keep in mind the putting of it into practice. Although some scholars suggest that action research can be an approach to educational theory-building, others still have many questions about it. In order to form a solid methodological basis for action research, this article aims to discuss the following issues: the process of theory-building through action research, the characteristics of the theory, and the internal and external validity of the theory. Through this discussion, the author argues that action research is theoretically a possible approach. Finally, the article addresses the relationship between action research and other approaches to theory-building and contends that action research cannot replace other kinds of research. Each approach, including that of action research, plays an important role in theory-building. Furthermore, the importance of action research for theory-building should be emphasized and further studied by educational researchers and practitioners.

並列關鍵字

action research ； educational theory-building ； educational practice

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