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The reinterpretation of experiment methodology in education

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image of Frontiers of Education in China

The scientificalization1 of educational research methods was always the most predominant in the two tides of educational experiment in China in the twentieth century, the result of which was unexpectedly dissatisfactory, because researchers misunderstood the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement. If researchers reflect dialectically on the classic codes of experiment, and aim at reconstructing the viewpoint of experiment in education in the dimensions of ideas and pattern, they would guide the research on education by an “ideal type”, decently intervene the “logic of practice” with the “logic of theory”, so that the theorists and practitioners in education can finally coexist and co-develop.


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