【作 者】：
叶晓玲， 李 艺
【关 键 词 】：
现象学； 教育研究； 方法； 方法论
【栏 目】：
理论探讨
【中文摘要】：
现象学进入教育研究领域发展出了教育现象学研究一脉。但迄今为止，教育现象学中对现象学的角色定位只谈及“现象学方法”，即从“方法”层面着眼借鉴现象学，所获颇丰。其肇因可能是源于现象学哲学本身造成的误解及教育现象学早期践行者的着意强调。但现象学作为哲学发展史上的“第三条道路”，应有其“方法论”的价值和意义,就现象学本身的精神内涵和特征而言，也首先是方法论,然后才是方法。从“方法”层面借鉴现象学，容易流于表面、出现偏差；而从“方法论”层面讨论现象学对于教育研究的启示，则可以从精神一脉上把握现象学的要旨，警醒和反思教育研究科学化倾向带来的可能危机，并为教育质性研究奠基和开辟道路。方法论引领，才是现象学在教育研究、在教育现象学研究中的应然角色。
【英文摘要】：
Educational phenomenology is a new branch in education. However, till now, most researchers regard the phenomenology as a kind of method and use it to carry out experiential researches in education. The reasons may be the misunderstanding caused by phenomenological philosophy itself and the intentional emphasis of the early practitioners of educational phenomenology. As the "third way" in the history of philosophical development, phenomenology should have its "methodology" value and significance. In terms of the spiritual connotation and characteristics of phenomenology, methodology comes first, followed by method. If phenomenology is used for reference from the aspect of "method", it is easy to be superficial and deviant. While from the perspective of "methodology", the essence of phenomenology can be grasped fundamentally, and the possible crisis brought by the scientific tendency in educational research can be reflected, which lays the foundation and opens up the way for the qualitative research of education. Therefore, phenomenology in both educational research and educational phenomenology should be regarded as a methodology rather than a method.
【下 载】：
“方法”还是“方法论”： 现象学在教育研究中的角色应然