| 论“深度介入”式的教育研究 |
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| 引用本文： | 伍红林.论“深度介入”式的教育研究[J].高等教育研究,2009(3). |
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| 作者姓名： | 伍红林 |
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| 作者单位： | 淮阴师范学院教育系; |
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| 基金项目： | 淮阴师范学院“青年优秀人才支持计划”资助项目(08QNZCS12) |
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| 摘 要： | 当代教育理论发展与学校教育实践变革需要教育理论者实现从"旁观"到"深度介入"研究方式的转向。相较于其他学科研究及已有教育研究方式而言,"深度介入"式教育研究方式在方法论上具有自身的独特性,主要表现在:强调理论者自身的价值在实践中的介入与转化及其对实践变革的置入性介入;坚持教育理论在教育实践及其变革中的全程、持续、深入渗透;发展理论者与实践者基于内在需要的合作关系;以"成事.成人"的相互沟通与转化为合作的核心内容;在以学校为基本单位的整体视野下开展学校整体性的转型性变革。
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| 关 键 词： | 深度介入 教育研究 合作 |
On deep-intervening educational research |
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| WU Hong-lin.On deep-intervening educational research[J].Journal of Higher Education,2009(3). |
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| Authors: | WU Hong-lin |
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| Affiliation: | Department of Education;Huaiyin Teachers College;HuaiAn 223300;China |
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| Abstract: | With educational theory development and education practice reform,it is urgent for educational researchers to change role from "the lookers-on" to "the deep intervenors".Compared with other disciplines' research patterns and other educational research patterns,there are some special characteristics for deep-intervening educational research.For example,emphasis on intervention and transformation of theorists themselves values during the practice;insist on educational theory's whole course,lasting and deeply ... |
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| Keywords: | deep-intervention educational research collaboration |
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