【作者】 黄清；

【导师】 靳玉乐；

【作者基本信息】 西南师范大学 ， 课程与教学论， 2004， 博士

【摘要】 课程研究领域素有“质的(qualitative)”与“量的(quantitative)”方法论之争，二者构成了20世纪以来课程研究方法的两条发展主线。受科学主义思潮的影响，量化课程研究长期处于研究方法的主导地位，并由此带来了课程研究实证化、技术化、绝对化倾向。自20世纪60年代以后，随着人们反思量化研究局限性的不断深化，质的课程研究才日益受到关注。本论文围绕质的课程研究中若干理论与实践问题展开讨论，意在探寻课程研究领域引入质的研究理念与方法的可能途径，为丰富课程研究方法论，推动课程研究在实践层面的拓展和深化提供借鉴。 全文分为九个部分： 第一部分，导论。在厘清“质的研究”概念，归纳质的研究方法论特征的基础上，阐明课程领域引入质的研究的价值，并概要介绍本研究的构想。 第二部分，质的课程研究之历史透视。通过探讨教育领域实证主义与解释主义两大研究传统的演化过程，揭示质的课程研究的产生背景，并对质的课程研究历史分期作一梳理。 第三部分，质的课程研究之理论基础。着重从哲学、人类学、社会学、语言学、课程论等方面分析质的课程研究的学科背景和思想基础，探明其理论源流。 第四部分，质的课程研究规范与原则。阐明研究规范的意义与特征，剖析质的课程研究方法规范的具体内容，并概括出质的课程研究的若干方法论原则。 第五部分，质的课程研究要素与关系。分别探讨质的课程研究中研究主体、研究对象、研究场景、研究方法等基本要素的主要特点，以及它们之间可能存在的各种复杂关系，并对其所具有的反思性、合一性、伦理性等关系特性作出理论分析。 第六部分，质的课程研究设计与实施。从理论与实践结合的角度对质的课程研究设计和实施中的目标确定、问题选择、背景基础、样本抽取、资料收集与分析、结论检验等方面进行研讨，初步探寻实际研究中的操作性条件和路径。 第七部分，质的课程研究中的理论建构。在分析传统课程理论建构的模式和局限性的基础上，提出引入质的研究中建构理论的独特方法——扎根理论的设想，初步阐释建构课程扎根理论的具体步骤和方法。 第八部分，质的课程研究之应用。分别介绍综合运用质的研究策略和方法，对两所新基础教育课程改革实验学校有关“研究性学习课程开发，，:和“实施新教材背景下的课堂教学”方面进行研究的个案，为实施质的课程研究提供案例参考。 第九部分，结语。重申开展质的课程研究对于摆脱当前课程领域理论与实际分离困境的积极意义，提出后续研究的努力方向。更多还原

【Abstract】 The field of curriculum research has long been called methodological dispute between qualitative research and quantitative research, which became two developing lines of methodology of curriculum research since the beginning of 20* century. Influenced by the trend of scientism, quantitative research took the leading position in research methodology for quite a time and this led to a tendency of positivism, technologization, absolutization. Since 1960s, with the reflection of the limit of quantitative research, the qualitative research in curriculum attractive more and more attention. This paper discusses will discuss several theoretical and practical issues in qualitative curriculum research with the purpose of finding out new approaches to introduce the idea in qualitative research to the field of curriculum research, so as to enrich the methodology of curriculum research and provide reference for developing curriculum research both into wider and deeper areas.This paper is divided into nine parts:The first part is introduction, which clarify the definition of "qualitative research". On the bases of features of methodology of qualitative research, the author stresses the value of qualitative research in curriculum research. The conception of the paper is briefly introduced.The second part reviews the history of qualitative curriculum research. Through the description of traditional development of both positivism and hermeneutics in the field of education, the author exposes the background of emergence of qualitative curriculum research and arranges the separated periods of the history of qualitative curriculum research.The third part focuses on the theoretical bases of qualitative curriculum. From the aspects of philosophy, anthropology, sociology, linguistics, curriculum theory, the papers analysis the subject background and ideological base of qualitative curriculum research, reveals the source of its theory.The fourth part discusses the criterion and principle of qualitative curriculum research, illustrates the significance and characteristics of qualitative curriculum research, analysis the specific contents of the canonical methods of qualitative curriculum research, and proposes several principles of methodology for qualitative curriculum research.The fifth part discusses the important factors and relationship concerning qualitative curriculum. The author respectively discusses features of the main body, object, context, method for qualitative curriculum research, analysis the complex relationships possibly existed among them and finally takes theoretical characteristic analysis on the reflecting, syncretic and ethnic aspects.The sixth part focuses on the design and execution of qualitative curriculum research. It discusses the goals, questions selection, background, sampling, information collection and analysis, the check-up of the result concerning the design and execution for qualitative curriculum research from the view of combination of theory and practice.The seventh part discusses the theory construction of qualitative curriculum research. On the basis of analysis of patterns of traditional theoretical construction, the author introduces the unit methods for the construction of qualitative curriculum research-the assumption of grounded theory and initially describes specific process and methods for grounded theory of curriculum construction.The eighth part discusses the application of qualitative curriculum research. The author selectively analysis the strategy and methods for the application of qualitative research. The cases "the development of research studies" and "classroom teaching for the application of new textbooks" in two experimented schools are cited as the reference for the execution of qualitative curriculum research.The ninth part is the conclusion. The author stresses again the positive significance of qualitative curriculum research in solving the problems concerning the separation of curriculum theories and practice. In this part the author proposes the更多还原