量化課程研究方法論之省思

Reflection on the Quantitative Curriculum Research Methodology

許朝信(Chao-Shen Hsu)

《彰化師大教育學報》 15期 (2009/06) Pp. 23-40

https://doi.org/10.6769/JENCUE.200906.0023

摘要

國內課程領域研究在質性與量化典範上雖有短暫討論，很快地質性研究典範便被接受，質性研究愈來愈多，而量化研究相對地被忽略，導致質性的研究方法成為課程研究的主流。然而，自從19世紀社會學家孔德提出「實證主義」後，便開啟了西方社會對於「科學哲學」的一系列的探討，亦可說開啟了往後研究方法論的基礎。量化研究方法實有其不可磨滅的歷史地位。本文透過對於量化課程研究方法論演進之探討，除了了解它在教育科學研究中之歷史地位外，更可得知此種方法論之變革情形。再者，探討量化課程研究方法之優點、限制及應有之認知調整，以便採行此種研究方法時有更正確的認知，以利研究發現更具客觀性、價值性及效能性。

關鍵字

方法論 ； 量化 ； 課程研究

並列摘要

There were brief debates on qualitative and quantitative paradigms in the curriculum research in Taiwan. The quantitative research was ignored, on the contrary, the qualitative research was accepted and the amount of research adopting qualitative paradigm has been increasing. This condition resulted in qualitative research method being the mainstream of curriculum research. However, since the sociologist, Comte, put forth the Positivism in the 19^(th) century, it had conducted a series of enquires on philosophy of science in western society. At the same time, it established the foundation for the later research methodology. Henceforth it established the inerasable clout of quantitative research methods in history. Through the investigation into the quantitative curriculum research methodology, this article has the purpose of understanding the historical meaning of the quantitative curriculum research methodology in scientific research of education and thus knowing the changes of this methodology. Moreover, investigating into the strengths, limitations and necessary adjustment of cognition of the quantitative curriculum research methods will improve our cognition when we adopt such research methods, which will make our findings more objective, valuable, and effective.

並列關鍵字

methodology ； quantitative ； curriculum research

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