【摘要】 事理是人类通过实践积累知识的最大源泉，是未被学理化的一个更广阔的、生动而精彩的世界。学理是人类具有普遍性、规范性和权威性的认识成果，它借助逻辑和规范概念完成其表达。在教育研究过程中，学理和事理对研究者有不同的价值和意义：事理是学术研究不可或缺的要素和环节，是相对学理更为开阔的世界；相对抽象的学理在与事理、常识和“地方知识”的交汇和冲突中被激活，两者甚至呈现矛盾，这正是学人思想成长的起点。面对真实的现实问题，必然经由事理和学理的循环往复，通过事理辨析以丰富学理；澄清事实固然重要，明晰对事实的不同看法更重要。研究方法应服务于思想和理论创新，不拘一格求真理。更多还原

【Abstract】 Reason is the biggest source of human knowledge through practice, and it is a broad, vivid and wonderful world that has not been studied. Theory is universal, normative and authoritative cognitive crystallization of human beings, which is expressed through logic and normative concepts. During educational research, theory and reason have different values and meanings for researchers: reason is an indispensable element and link of academic research and is wider than theory. Relatively abstract theory is activated and even contradicted by the intersection and conflict with reason, common sense and local knowledge, which is the starting point of thoughts. In the face of real practical problems, we must go through the cycle of reason and theory, analyze and enrich theory through reason. It is important to clarify facts, but it is even more to clarify different views of facts. Research methods should serve the innovation of idea and theory and seek for truth.更多还原