Transformation of Educational Research Paradigm in China in the Latest Decade:Taking the Research Field of Preschool Education as an Example
This study employs content analysis to examine the evolution of research paradigms in preschool education over the past decade,focusing on core journals.The investigation considers development trends,authorship,institutional affiliations,funding sources,and research content.The analysis reveals that while speculative research remains predominant,there has been a significant shift towards empirical research paradigms,and action research still constitutes a smaller,yet vital,segment.Variations in research paradigm preferences are observed among researchers,universities,and authors,influenced by the level of subject support and the nature of the research content itself.Preschool education shares commonalities with other educational fields in terms of research paradigms but also exhibits distinct characteristics.To advance the field,it is imperative to cultivate an awareness of research paradigms and enhance related training.Efforts should be directed towards deepening speculative research to achieve new theoretical insights in preschool education.Empirical research must be refined to uncover novel principles within the domain.Action research should be emphasized for its practical efficacy,leading to the development of innovative strategies for preschool education practices.Additionally,the role of journals and subject disciplines should be leveraged to foster a diverse and robust evolution of research paradigms,thereby catalyzing high-quality growth in preschool education research.
NETL
NSTL
万方数据
