[1]陈向东,杨德全.组态视角下的教育研究新路径——质性比较分析(QCA)及在教育技术中的应用分析[J].远程教育杂志,2020,(01):028-37.[doi:10.15881/j.cnki.cn33-1304/g4.2020.01.003]
 Chen Xiangdong,Yang Dequan.Educational Research from the Perspective of Configuration :QCA and Its Application in Educational Technology[J].Distance Education Journal,2020,(01):028-37.[doi:10.15881/j.cnki.cn33-1304/g4.2020.01.003]
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组态视角下的教育研究新路径——质性比较分析(QCA)及在教育技术中的应用分析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年01期
页码:
028-37
栏目:
前沿探索
出版日期:
2020-01-07

文章信息/Info

Title:
Educational Research from the Perspective of Configuration :QCA and Its Application in Educational Technology
作者:
陈向东; 杨德全
华东师范大学 教育学部 教育信息技术学系,上海 200062
Author(s):
Chen Xiangdong; Yang Dequan
Department of Education Information Technology, East China Normal University, Shanghai 200062
关键词:
研究方法组态质性比较分析集合论教育技术因果关系
Keywords:
Research Methods Configuration Qualitative Comparison Analysis Set Theory Educational Technology Causality
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.01.003
文献标志码:
A
摘要:
近年来,组态视角的质性比较分析(Qualitative Comparative Analysis,QCA)在社会科学领域受到越来越多的重视。该研究方法基于组态视角的研究倾向从整体上理解社会现象,关注问题的情境,考虑相应结果可能的前因条件组合,聚焦于事物“如何”发生。作为一种新的研究方法,QCA并不是传统定量与定性研究的简单折衷,它具有因果多重并发、集合论表述、因果非对称、理论依赖、适度普适、过程透明等特点。这些特点使得QCA可以用于教育的因果机制探索,面向真实教育情境的研究以及教育实践者的理论构建。对于教育技术领域而言,通过理论分析和文献归纳,QCA在因果关系复杂的技术接受与采用、学习环境的多元因素对行为影响、学习者分类校准等方面具有广阔的应用前景。相关案例也表明,这类组态视角的教育研究能够将案例导向型的定性分析和变量导向型的定量分析相结合,用规范的方法提取案例中的丰富信息并形成简约的表述,探索因果关系的多样性。QCA丰富了教育实证方法的工具箱,有助于打开形式化分析的黑箱,是近期名符其实的方法论革新成果。
Abstract:
In recent years, the qualitative comparison analysis (QCA) of configuration perspective has received more and more attention in the field of social science. The research from perspective of the configuration tends to understand social phenomena holistically, focus on the context of the problem, consider the possible combination of antecedents of the corresponding outcomes, and concentrate on “how” things occured. As a new research method, QCA is not a simple compromise between traditional quantitative research and qualitative research. It has multiple characteristics such as causal multiple concurrency, set theory expression, causal asymmetry, theoretical dependence, Modest Generalization, and process transparency. These characteristics make QCA available for the exploration of the causal mechanism of education, the research of real educational situations and the theoretical construction of educational practitioners. For the field of educational technology, through theoretical analysis and literature review, QCA has broad application prospects in the terms of acceptance and use of technology, the behavioral impact of multi-factors of the learning environment, and the classification of learners. Relevant cases also show that this kind of educational research from the perspective of configuration can combine case-oriented qualitative analysis with variable-oriented quantitative analysis, extract the rich information in the case and form a simple expression, and explore the diversity of causality. QCA enriches the toolbox of educational empirical methods and helps to open the black box of formal analysis, which is truly a recent methodological innovation.

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备注/Memo

备注/Memo:
基金项目:本文系上海市哲学社会科学规划教育学一般项目”基于共享调节的社会性阅读:理论建构与课堂实践(项目编号:A2008);广西高校人文社会科学重点研究基地项目“远程学习中的社会化调节及其支持工具研究”(项目编号:2017GXOUWT13)。
更新日期/Last Update: 1900-01-01