摘要：【摘 要】：美国的教育实证研究开始于对教育的实证研究。因此，美国的教育研究逐渐转向基于数据和实证的教育实证研究，并由此引发了一股教育实证研究的热潮。教育实证主义的研究范式是从自然科学的角度出发，着重于提出教育的设想，重视研究的设计，运用定量的统计学或数学的方法来处理教育的体验与资料，以达到解释性与预测的目的。在教育研究方面，教育实证研究范式正在摒弃对“乌托邦”的描述，转向以直接观察与试验的教育现象为研究目标，以对教育规律的探索为主要目标，以因果推理为基本手段，以促进教育学科建立统一、普遍、基于因果规律的知识架构。教育学的科学化要求教育实证研究的范式，但教育研究者也要注意对其范式的“妖异”，以及对教育研究范式的狭隘认识。首先，要了解丰富的教育研究范式。教育研究的范式并非只有教育实证的范式。单纯运用因果推理的方法，忽视了人们的主观意愿和情绪，把复杂的教育现象和问题简单地简化，告成了对教育的意义和价值的研究。教育研究应该针对各种类型的问题选择合适的研究范例。其次，通过人文社会科学的方法，使教育实证研究的内容更加丰富。在实证主义盛行的年代，把经验与量化相比较，而实证主义则为教育经验的哲学基础奠定了基础。在后实证时代，应该对教育经验学的内涵进行再认识。教育实践性的研究应该跳出自然科学的视野，突破传统的思维模式，注重人文社会科学的方法论。第三，要打破教育研究中的“实证”和“思辨”的虚伪对立，突出“多元”的研究范式，并注重“多元”范式的有效运用。第三，要努力探究教育学科内部的内在联系。
Abstract: The theory of education positivism has been widely usedin China in the past few years. Based on the study of natural science.
the educational positivist model emphasizes the establishment of education assumptions, the importance of research design, and the use of
quantitative statistics or mathematical models to process education experiences and materials, thus achieving a scientific theory of education
with explanatory and predictive functions.In the field of education research, the teaching positivist approach has abandoned the concept of
'education utopia'and has taken direct observation and experimentaleducation as its research object.The main aim is to investigate the law of education, and the cause and effect theory is the main research method. At the same time, it is necessaryto adopt an educational positivist approach to education. However, education researchers should pay attention to the obsession of education positivist research model and educational empirical study. First of all, it is important to recognize therichness of educational research paradigm, which is not the only one. The use of a simple causal reasoning method to simplify complex education phenomena and problems, and to disregard human free will and emotional attitudes, has resulted in a decline in research on the significance and value of education. Educational research should take into account the complexity of education and select different research paradigms according to the nature of the problem. Secondly, it is necessary to make use of the method of humanities and social science to enrich the content of the empirical study ineducation. In the age of positivism. empirical research is equal to quantitative study. Positivism has established the philosophical basis for empirical research in education,which has led to a narrow understanding of empirical research in education.In the post-positivist age, it is necessary to re-examine the meaning of empirical research in education, with emphasis on the high quality application of the multi-paradigm approach. Finally, educators should explore the inner structure of pedagogy, accept the interpretive anddiversity of educational results,and build a research paradigm that conforms to its logic.