本文選題：比較教育研究　切入點(diǎn)：單元　出處：《東北師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：比較教育學(xué)從其產(chǎn)生之初到現(xiàn)在已經(jīng)有近200年的歷史了，但是對于其學(xué)科地位的質(zhì)疑一直困擾著比較教育研究者。而且，在這近200年間，關(guān)于比較教育學(xué)的定義依然沒有獲得統(tǒng)一認(rèn)可，比較教育的研究對象與邊界也是模糊不清。在這些眾多的非議中，需要我們反思比較教育研究的本體，認(rèn)清本學(xué)科研究的對象，進(jìn)而才能抓住學(xué)科的邏輯屬性并為學(xué)科發(fā)展提供理論上的支持。在比較教育研究對象中，比較單元的確立不但受到了客體本身的制約，而且在很大程度上受到了研究者主體性的影響。同時(shí)，在比較單元基礎(chǔ)之上建立起來的路徑關(guān)系也是在研究主體不同的價(jià)值選擇下進(jìn)行的，所以，研究者的主體性及客體的客觀性都對其起到了限制作用�？傊�，比較教育學(xué)的本體論是一個(gè)復(fù)雜的系統(tǒng)，需要依據(jù)時(shí)空觀的概念在研究主體價(jià)值的選擇下進(jìn)行系統(tǒng)的分析。 本文除引言和結(jié)語外，正文主要由以下四章組成： 第一章，作為比較教育研究本質(zhì)特征的“比較”首先是作為一種思維方式存在于研究過程中，其次它還作為一種方法被普遍應(yīng)用于本學(xué)科，而最后“比較”的視域應(yīng)當(dāng)被視作比較教育研究的內(nèi)在邏輯而貫穿于比較教育研究的始終。 第二章，比較教育研究的對象（客體）可以被細(xì)化為不同的比較單元，以便于進(jìn)行比較分析。而比較單元需要在不同的區(qū)域與時(shí)間狀態(tài)下進(jìn)行系統(tǒng)分析，，可以說，有不同的時(shí)空觀就有不同的單元確定標(biāo)準(zhǔn)。換句話說，研究者的主體性及客體的客觀屬性深深地影響著比較單元確定的準(zhǔn)則。 第三章，“比較”的路徑是在研究對象(客體)細(xì)化為比較單元之后研究者選擇的研究模式。歷時(shí)性的路徑取向有相同區(qū)域內(nèi)的比較，也有不同區(qū)域的現(xiàn)代與歷史的比較。而以區(qū)域空間作為出發(fā)點(diǎn)的路徑取向，同樣有共時(shí)性的比較與歷時(shí)性的比較。 第四章，構(gòu)建“比較”單元與路徑的價(jià)值就是使比較教育研究實(shí)踐有理論上及方法論上的支持，而“區(qū)域研究”作為一種方法論既與比較視域有著類似的邏輯要求，又可以指導(dǎo)之后的比較教育研究實(shí)踐。
[Abstract]:Comparative education has a history of nearly 200 years from its inception to now, but doubts about its subject status have been puzzling comparative education researchers. Moreover, in the past 200 years, The definition of comparative education is still not universally recognized, and the research object and boundary of comparative education are also blurred. In these many criticisms, we need to reflect on the ontology of comparative education research and recognize the object of this subject. Then we can grasp the logical attribute of the subject and provide theoretical support for the development of the subject. In the object of comparative education, the establishment of comparative unit is not only restricted by the object itself. At the same time, the path relationship established on the basis of comparative unit is also carried out under the different value choice of the research subject, so, In short, the ontology of comparative education is a complex system, which needs to be systematically analyzed according to the concept of space-time concept under the choice of the value of the subject. In addition to the introduction and conclusion, the text consists of the following four chapters:. In the first chapter, as the essential characteristic of comparative education research, "comparison" exists in the research process as a mode of thinking, and then it is widely used in the subject as a method. Finally, the perspective of "comparison" should be regarded as the internal logic of comparative education research and run through the study of comparative education. In the second chapter, the object (object) of comparative education research can be refined into different comparative units to facilitate comparative analysis, and the comparative unit needs to be systematically analyzed in different regions and time states. In other words, the subjectivity of the researcher and the objective attribute of the object deeply affect the criterion of determining the comparative unit. In the third chapter, the path of "comparison" is the research mode chosen by the researcher after the object (object) is refined into the comparative unit. The diachronic path orientation has the same regional comparison. There are also modern and historical comparisons between different regions, and the path orientation of taking regional space as the starting point also has synchronic comparison and diachronic comparison. In Chapter 4th, the value of constructing "comparative" units and paths is to make the practice of comparative education research have theoretical and methodological support, while "regional research" as a methodology has similar logical requirements to the comparative perspective. It can also guide the practice of comparative education research.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G40-059.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 劉生全;;論教育場域[J];北京大學(xué)教育評論;2006年01期

2 侯懷銀;王霞;;論教育研究的敘事學(xué)轉(zhuǎn)向[J];教育理論與實(shí)踐;2006年05期

3 付軼男;饒從滿;;比較教育學(xué)科本體論的前提性建構(gòu)[J];比較教育研究;2005年10期

4 曹順慶;重新規(guī)范比較文學(xué)學(xué)科領(lǐng)域[J];中國比較文學(xué);2005年02期

5 顧明遠(yuǎn);文化研究與比較教育[J];比較教育研究;2000年04期

6 項(xiàng)賢明;比較教育學(xué)的立足點(diǎn)和方法論[J];比較教育研究;2001年09期

7 滕s

本文編號：1636071