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the
History and Think of the Action Research
¡ò Liang-hua
LIU
¡¡¡¡The
dissertation presented the characteristics, methodology and its perspective
by historical reflecting on the action research.
¡¡¡¡Action research movement has appeared since Collier, J. and Lewin, K.,
during which Corey, S. and Foshay, A. were the leaders of the first stage,
Stenhouse, L. of the second stage, Elliott, J. and Kemmis, S. of the third
stage. Action research has raised four characteristics: a) involvement
or 'teachers as researchers', teacher as 'reflective practitioners'. b)
improvement, i.e. to improve practice, understanding of the practitioners
and the situation in which the practices are carried out. c) systematic.
It rejects positivism but uses some scientific method. d) to made open.
Collaborative discourse among teachers is required. And the research must
be made open, so as to be criticized by public.
¡¡¡¡Action research has suggested a series of research procedure and methods.
The classical procedure is a spiral of plan-act-observe-reflect. During
the process of observation, the neutral chairperson, triangulation and
necessary scientific methods such as statistical tools, standard measurement
and reviewing literature, which makes itself different from the regular
educational research and appeared as three models of technical, practical
and emancipatory action research.
¡¡¡¡Action research found itself on the road of resisting positivism. So
it has significance of methodology, i.e. reflecting positivism, changing
teachers' everyday lives, nearing qualitative research, accepting some
commitments of critical theory and going forward hermeneutics. Action
research has to make teachers as reflective practitioners, if it wants
to throw away positivism.
¡¡¡¡However, teachers who wish to become reflective practitioners must put
themselves in the theory-reading and to live in a way of hermeneutics.
It is a pity that action research selected nothing but the attitude of
bias which always put it into the dilemma of legitimate crisis. The dissertation
encourages teachers read theory-text, when it suggests action research
accept the paradigm of hermeneutics. But teachers' professional life and
their time, energy can not directly make themselves be interested in theory-text.
So, action research ought to have two prerequisites for theory-text reading:
a) learn to have dialogue with outside researchers. b) select and produce
proper texts, such as educational biography, educational cases, educational
novels, educational prose and educational poems.
¡¡¡¡×÷Õß¼ò½é£ºÁõÁ¼»ª£¬1968ÄêÉú£¬ÄУ¬»ª¶«Ê¦·¶´óѧ2001½ì²©Ê¿Ñо¿Éú£¬Ê¦´ÓÒ¶À½½ÌÊÚ£¬Ö÷Òª´ÓʽÌÓý¸Ä¸ïÀíÂÛÓëʵ¼ù¡£ÏÖÔÚ»ªÄÏʦ·¶´óѧ½ÌÓý¿ÆѧԺ¹¤×÷¡£
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