【作 者】：
刘志忠
【关 键 词 】：
思辨研究； 实证研究； 现象学； 教育技术研究； 范式
【栏 目】：
理论探讨
【中文摘要】：
在系统分析教育技术常用的两种研究范式的基础上，结合哲学史的梳理，从方法论、研究方式和具体研究方法三个层面对现象学进行了分析，指出现象学是教育技术研究的第三种范式。在方法论层面，现象学范式的创新性突破在于穿透了“一般”和“个别”的割裂；在研究方式层面，现象学范式遵循质性研究的模式，擅长对微观体验的揭示；在具体研究方法层面，现象学范式综合运用访谈、体验报告等手段，使研究结论具有建构性。在此基础上，根据对教育技术研究特征的分析，明确了现象学之于教育技术研究的方法论价值在于贯通融合，即有利于教育技术研究的定位融合、视域融合和研究取向融合。
【英文摘要】：
Based on the systematic analysis of the two research paradigms commonly used in educational technology and combined with the history of philosophy, this paper analyzes phenomenology from methodology, research methods and specific research methods, and points out that phenomenology is the third paradigm of educational technology research. In terms of methodology, the innovative breakthrough of phenomenological paradigm lies in the breakthrough of "the general" and "the individual"; in terms of research methods, phenomenological paradigm follows the mode of qualitative research and is good at revealing the micro-experience; in terms of specific research methods, phenomenological paradigm comprehensively uses interview, experience report and other means to make the research conclusions constructive. On this basis, according to the analysis of the characteristics of educational technology research, it is clear that the methodological value of phenomenology in educational technology research lies in integration, which is conducive to the integration of positioning, horizon and research orientation of educational technology research.