The Research On The Development Of Scholars’Understanding About Chinese Educational Research Paradigm Since The Reform And Opening Up

The paradigm thought of educational research refers to educational researchers’ rational knowledge about research paradigms in education in the process of academic research. Over the past three decades, related studying achievements in research paradigms in education has been abundant, which paves solid foundations for the further promotion and standardizing of educational research. However, when it comes to the research status of the paradigm thought of educational research itself, the outcome is far from satisfactory. This paper, in the course of investigating the rheology of the paradigm thought of educational research, attempts to identify researchers’cognition and application about the educational research paradigm, and on the basis of it, analyses its development features, reflect and perfect the relevant issues in educational researches’paradigm, subsequently providing some references for the further standardizing of educational research.This paper has three sections, besides the introduction part:The first section probes into the connotation and theoretical basis of the paradigm t hought of educational research—Paradigm Theory, which is composed of two procedur es, the former being a discrimination and definition about the connotation of the theory, the latter an introduction of the primary theories in this field.The second section reviews the development history of the paradigm thought of ed ucational research since China carried out the reform and opening up policy. Before and after the1980s, major educational research paradigm theory abroad was introduced into china, but only known to some educational scholars. In the1990s, Chinese paradigm of thought in educational research has taken initial shape. Based on the indigenous Chines e cultural background, scholars of education were examining the right way to develop th e Chinese educational research paradigm. Since the early period of the twentieth century till now, Chinese educational research paradigm thought has received further developm ent. Scholars of education started to integrate foreign educational theory with practical e xperience, optimize and select research paradigm, with the intention of applying them to a specific field of study in pedagogy.The third section is concerned with the reflection and prospect of the paradigm tho ught of educational research. The fact that Chinese scholars of education are not skillful in applying paradigm theory to studying domestic educational issues as well as the abus e of educational research paradigm are worthy of our close attention. Researchers shoul d lay emphasis on its features subject to social science research, adhere to the localizatio n of pedagogy, ultimately, establish Chinese characteristic educational research paradig m.