教育研究結果的解釋與應用經驗－分析研究典範

The Explanation and Application of Educational Research Results: Experience-Analysis Research Paradigm

林朝夫(Chau-Fu Lin)

《致遠管理學院學報》 1期 (2006/08) Pp. 65-88

https://doi.org/10.6595/BDCM.2006.1.5

摘要

本文從經驗－分析的研究典範來探討教育研究結果的解釋與應用所面臨的問題及其因應策略。
經驗－分析的研究典範，可分別從實徵主義(Positivism)、邏輯實徵論(Logical Positivism)、結構－功能論(Structural-Functionalism)、波柏爾的否證法(Falsification)及孔恩的新科學哲學觀(The New Philosophy of Science)等學派來一窺梗概，他們有的提出「否證法」，有的著重在以比較和歷史的角度來選定研究方法，並且對理論的合理架構加以補述。
經驗－分析研究典範的基本假設為（一）所有研究的變項應加以量化。（二）教育研究是從個別而細小的變項開始。（三）教育理論具有相當的客觀性，且具有預測的功能。（四）科學的方法可通用於所有的研究。
經驗－分析研究典範的研究取向有四：（一）以自然科學的方法或程序來建立法則。（二）研究發現所形成的知識，注重「效率」導向。（三）教育研究基於「價值中立」。（四）教育理論是對客觀教育活動的「解釋」系統。
教育研究結果的解釋，可用涵蓋律模式(Covering Law Model)及「因果說明」的模式來詮釋。教育研究結果的應用有五方面：（一）課程研究的哲學解析。（二）課程研究的哲學基礎。（三）教法研究的哲學反省。（四）教學評量研究的哲學批判。（五）教育情境研究的哲學反思。
經驗－分析研究典範對於教育研究有五個面向值得探討：（一）教育研究不一定有確定的「結果」。（二）教育研究很難「價值中立」。（三）教育研究的結果要「直接採行應用」，必須考量其他因素。（四）教育研究不全是「專業人員的事」。（五）教育研究是「科學的研究」，亦應涉及哲學思辯、歷史和比較方法。職此之故，教育研究的改進方向為：（一）研究方法的革新與定位。（二）尊重研究的自主性。（三）研究過程的多元參與。（四）積極鼓勵「縱貫性」(longitudinal)的研究。（五）研究的自我批判與再研究。總而官之，教育研究結果的解釋與應用，如果採用「經驗－分析」的研究典範作藍本，就必須再加上「圓熟的教育智慧」(Padagogischer Takt)以連結教育理論與教育實踐，如此，教育研究結果的解釋，必能追索其研究背後的哲學根源；教育研究結果的應用，亦必能檢證其社會文化的主體意義。

並列摘要

This study uses the experience-analysis research paradigm to disgust the problems and resolution strategies of the explanation and application of educational research results.
The research paradigm of experience-analysis could be examined from Positivism, Logical Positivism, Structural-Functionalism, Popper's Falsification and Kuhn's The New Philosophy of Science. Some of them expressed falsification, others accentuated research methods through comparison and historical view, and also added upon the reasonable structure of theories.
The basic assumptions of experience-analysis research paradigm are: 1) all research variables should be quantified; 2) educational research starts with individual and small variables; 3) educational theories are realistic with function of forecast; 4) scientific methods could be applied to all researches.
There are four dimensions of Experience-analysis research paradigm: 1) using natural scientific methods or procedures to develop rules; 2) knowledge that developed through research findings emphasize efficiency; 3) educational researches are based on neutral value; 4) educational theory is the system that explains the reality of education activities.
The explanation of educational research results could be explained by Covering Law Model and Sequence Explanation Model.
There are five applications of educational research results: 1) the philosophical explanatory analysis of curriculum research; 2) the philosophical base of curriculum research; 3) the philosophical self-examination of teaching method research; 4) the philosophical criticism of teaching evaluation research; and 5) the philosophical introspection of teaching environment research.
There are five dimensions of experience-analysis research paradigm on educational research that need further discussion: 1) Educational research does not definitely with a ”result'; 2) educational research is difficult to have ”mutual value”; 3) the direct applications of educational research results should consider other factors; 4) educational research does not belong to the ”professional educators” only; 5) educational research is a scientific research that should involve philosophical speculation, historical and comparison methods. Therefore, the improvement for educational research should include: 1) the positioning and innovation of educational research; 2) respect the autonomy of research; 3) the multi-participation in the research procedures; 4) encourage longitudinal research; and 5) self criticism and further research of research.
In conclusion, the explanation and application of educational research results, if applied experience-analysis paradigm as the blueprint, Paragogischer Takt should be included to cooperate educational theories and applications. In that case, the explanation of educational research results would be able to trace back the philosophical principle of its research background. In addition, the application of the educational research results would be able to examine the major meaning of the society.