課程研究範式：量性研究和質性研究之整合

課程研究範式：量性研究和質性研究之整合

• 霍秉坤 香港中文大學
• 胡婧菁 香港中文大學

教育學報, 40(1), 1-14, 2012

香港中文大學敎育學院

2012

• D Curriculum
  • DB Development & Evaluation

課程 範式 量性研究 質性研究 Curriculum Paradigm Quantitative Research Qualitative Research

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

課程研究範式一直備受學者關注。在這一問題上，一些學者建議應綜合運用量性課程研究範式和質性課程研究範式，以彌補單一課程研究範式的不足。本文旨在探討整合兩種課程研究範式的建議，同時提出整合時必須關注的事項。在探討這一建議之前，本文首先簡介不同的課程範式，並分析量性和質性研究範式的差異。本文對整合兩種課程研究範式的探討圍繞三方面展開：（1）質性和量性本質的綜合；（2）建構實在論的可行性；（3）研究內容的性質。筆者認為，整合兩種課程研究範式極具吸引力，但是卻難於處理基本哲理的差異。The paradigms of curriculum research have been the major concern of many researchers. Some researchers suggest the integration of quantitative and qualitative curriculum research paradigms for supplementing each other. This article aims at discussing the suggestion on their integration. First, the article gives a brief introduction of curriculum paradigms, and analyzes the differences between quantitative and qualitative research paradigms. Then, it will discuss the integration of the two research paradigms in three aspects: (a) integrating the essence of qualitative and quantitative research; (b) the feasibility of constructive realism; and (c) the nature of research content. The article concludes that it is an attractive attempt to integrate the two paradigms, but it is hard to deal with the differences between their basic philosophies. Copyright © 2012 香港中文大學 CUHK .

• Chinese

Journal Articles

• 10251936

https://bibliography.lib.eduhk.hk/bibs/5230f7dc

2019-12-09