摘要
"统计主义"是当前教育实证研究中值得警惕的错误倾向。"统计主义"将教育实证研究窄化为"教育统计研究",将教育研究过程简化为统计学的操作过程,而对难以量化的教育思想、价值、情感等采取排斥态度。"统计主义"的实质是:方法中心,问题边缘;数据中心,事实边缘;格式中心,思想边缘。"统计主义"可能造成的风险是:教育学者"工匠化",教育理论"符号化",学科使命"空心化"。"统计主义"的产生与实证研究中的功利主义和实用主义倾向密不可分,体现了中国教育学的"三重依附性"特征。应通过重审"实证研究"的内涵、重构教育学的"教育学性"、重塑教育学的"想象力"等路径来消解对"统计主义"的执着。
"Statisticalism"is the wrong tendency that is worthy of vigilance in the current empirical research of education."statisticalism"narrows educational empirical research into"educational statistical research",simplifying the research process of education into the operational process of statistics,and adopting an exclusionary attitude toward educational ideas,values and emotions that are difficult to quantify.The essence of "statisticalism"shares such characteristics as focusing on the method while neglecting the problem,focusing on data while neglecting the fact,and focusing on the format while neglecting the thought."Statisticalism"may cause"craftsmanship"of education scholars,"symbolization"of educational theory,and"hollowness"of academic missions.The emergence of"statisticalism"is closely related to utilitarianism and pragmatism in empirical research,reflecting the"triple dependency"of Chinese pedagogy.To dispel the obsession of"statisticalism",it should reexamine the connotation of"empirical research",reconstruct the"educationality"of pedagogy,reshape the"imagination"of pedagogy and so on.
作者
李均
LI Jun(Shenzhen University,Shenzhen 518060,China)
出处
《高等教育研究》
CSSCI
北大核心
2018年第11期64-70,共7页
Journal of Higher Education
基金
广东省研究生教育创新计划重点项目(2017JGXM-ZD30)
关键词
统计主义
实质
风险
消解
statisticalism
essence
risk
dispel
