全球教育展望

"质性研究如何教"这个问题伴随着质性研究在国内的推广而得到重视,但由于"研究方法的知识"以及"质性研究的知识"的特殊性,这一研究范式并不容易被习得。北京大学"质性研究方法与社会科学研究暑期学校"经过四期的实践,已经在质性研究方法的教学上积累了较为成熟的经验。本文将这种经验总结为"浸润—反思"式学习,这是一种以"浸润"为先导,以"反思"为重点的课堂教学模式。教师通过创建和而不同的学习型组织和实施知行合一的案例式教学,使得学习者能够沉浸在质性研究的理解和行动之中。学习者既能够通过反思实现经验的及时转换和深度加工,又可以通过浸润促成内隐知识的获得和保存。这种课堂教学模式与参与课题研究(即"合法的边缘性参与")有所不同。"浸润—反思"式教学不仅强调学习者实际从事质性研究的行动目标,而且更加重视其学习目标,并且赋予成熟行动者更多教育责任。正是因为课堂教学在质性研究的学习中具有独到的优势,本文认为,针对这种形式的研究和实践应该得到更多关注。

With the spread of qualitative study in China,the issue regarding how to teach it has attracted more and more attention. Due to the characteristics of the knowledge of research method and the knowledge of qualitative research,it is not easy to acquire this research paradigm. In the past few years,Peking University Qualitative Research and Social Sciences Summer School has organized four sessions,where some experience has been accumulated concerning how to teach qualitative research. In this article,this experience is conceptualized as 'Immersion-Reflection'Learning. It is an instructional approach starting with immersion and putting a special emphasis on reflection. The teachers help the learners immerse themselves in the understanding and action of qualitative research through creating a learning community with harmony in diversity and uniting knowledge and action in a case-based teaching. In this approach,the learners can transform their experience duly and process information deeply by immersion,and at the same time,acquire and keep their tacit knowledge by reflection. This kind of classroom teaching method is different from participation in a research project as in 'legitimate peripheral participation'. 'Immersion-Reflection'Learning stresses the importance of not only the objective of acting but also that of learning. This means that mature researchers have the responsibility of educating novices. Since this kind of specialized course has certain advantages for learning qualitative research,more importance should be attached to its practice and research.