Philosophical method is to use philosophical principles to solve specific scientific problems. As the highest level method in the methodology system of information science, philosophical method has the following characteristics: (1) universality. As the highest level method, philosophical method is the basic norm and criterion for people to deal with the relationship with the outside world as the main body, which plays an overall and general methodological role in people's practical activities and has the greatest universality and extensiveness. (2) It is abstract and speculative. The abstract and speculative nature of philosophical method lies in that it is guided from the philosophical height and the supporting position when studying specific problems, rather than being directly used to solve a problem in this discipline like specific scientific's method. (3) Have subjective initiative. As the means and intermediary of the interaction between subject and object, philosophical thinking and philosophical method, as the highest methodology of the subject actively grasping the object, have distinct subjectivity and initiative. Subjective initiative is unique to philosophical methods, and other scientific methods applied to informatics do not have this feature. (4) It is contemporary. Any philosophical method is the product of the history of the times, which is not only limited by the times, but also develops with the development of the times.
Literature: the transformation of teaching ontology-from "thinking-based theory" to "generative ontology" [J]. Educational research, 200 1(05):57-6 1.
From the perspective of educational philosophy, that is, from the level of "teaching ontology", this document reflects on our previous understanding of teaching existence, and strives to make the research of teaching ontology in China get rid of the "thinking ontology" based on the dualism of mind and matter, and form a "generative ontology" in the modern sense, thus providing teaching ideas and theoretical basis for China's teaching reform in line with the level of modern philosophical thinking.
2. Practical research methods
Practical research mainly focuses on "how to do it" or "how to do it" and occasionally pays attention to "what is it" or "what is it". It is mainly manifested in daily educational reform, experience summary and educational countermeasures. Practical research is often based on oral language, and a large number of "programmatic definitions", slogans and metaphors are used to describe facts.
1. Educational reform is similar to educational experiment, and it can also be called "problem solving" or "experimental research of transformation" and "practical action research". Generally, there is no literature research or more than two rounds of experimental research or action research, and there is no necessary effect inspection. It is a practical study of educators' daily work or educational reform.
2. Experience summary can also be called "educational reflection". If teachers improve daily teaching in a reflective way, this kind of teaching is also called "reflective teaching" in terms of time span. Experience summary can be expressed as short-term experience summary or long-term experience summary, such as annual summary and semester summary. This is similar to an educational biography.
3. Practical research may also be manifested as countermeasure research or educational ideal and scheme design. The theme of countermeasure research is generally expressed as "On the countermeasures of …" or "The problem of … lies in countermeasures", "On the strategies of …", "On several principles of …" and "On the operation methods of …". There are other expressions: "Let …", "On the development direction of …" and "On the dilemma and outlet of …". Educational countermeasure research or educational ideal and scheme design are just random "assumptions" and "viewpoints" of researchers, and do not provide systematic argumentation for these assumptions and viewpoints. Practical research will not provide critical analysis or systematic argument for "why do you do this?" Its main purpose is to pay attention to or improve the educational practice itself.
Literature: Action Research: A New Approach to Foreign Language Teacher Education [J]. Foreign Language Teaching and Research, 1995(02):48-53+80.
This paper introduces the significance of this kind of research from the international academic background, and puts forward a set of implementation process of action research in China according to the teaching practice of Zhejiang Normal University. This is an effective way to reform the current English teaching method curriculum, and it is also one of the ways for higher vocational teachers to improve themselves and update themselves.
3. Quantitative research in empirical research
Literature: the changing rules and characteristics of English learners' motivation, ideas and strategies [J]. Foreign Language Teaching and Research, 2001(02):105-10+160.
By using the method of quantitative research, this paper makes three follow-up surveys on the controllable factors (motivation, ideas and strategies) of English majors in Nanjing University from 65438 to 0996 and the changes of their relationships. The results show that the relationship among motivation, concept and strategy is highly stable. Motivation affects ideas and strategies, and ideas also affect strategies.
4. Qualitative research in empirical research.
As a research tool, the researcher himself uses various data collection methods to explore social phenomena in the natural situation as a whole, analyzes the data by induction, forms a theory, and obtains an explanatory understanding of its behavior and significance through interaction with the research object. Five key characteristics of qualitative research: (1) natural situation-direct source of data, researcher-tool; Qualitative research refers to the direct contact between the researchers and the subjects in the natural situation, and the field investigation of the subjects' daily life status and process through face-to-face communication, so as to understand the subjects' environment and its influence on them. (2) Descriptive (words, pictures, field notes, photos, etc. ); (3) caring for the process; With the change of the actual situation, researchers should constantly adjust their research design, methods of collecting and analyzing data and ways of constructing theories. So the research process must be seriously reflected and reported. (4) summarize and analyze the data; The data analysis in qualitative research mainly adopts inductive method, establishes analysis categories and theoretical hypotheses on the basis of bottom-up data, and then enriches and systematizes them through relevant tests. (5) "Meaning" is the most concerned thing; The main purpose of qualitative research is to "interpretively understand" the subjects' personal experience and meaning construction, and to understand their behavior and meaning explanation from their perspective. Because understanding is the result of mutual interaction, researchers need to reflect on their own "presupposition" and "prejudice" and understand the mechanism and process of understanding with each other.
Literature: a qualitative study on the implementation effect of English syllabus for English majors in colleges and universities-an analysis of the impact of offering relevant professional knowledge courses in English [J]. Foreign Language and Foreign Language Teaching, 2007(09):36-40.
Through typical cases, this paper makes a qualitative study on the influence of "offering relevant professional knowledge courses in English" on English majors. The research shows that "teaching related professional knowledge courses in English" has a positive impact on students' language knowledge, language skills, knowledge, employment, learning interest and comprehensive quality. At the same time, it also points out some negative effects, and draws the conclusion that it is necessary to vigorously promote the teaching of related professional knowledge courses, but we should properly solve the problems existing in current teaching, such as lack of teachers and improper curriculum coordination.
5. Historical research in empirical research.
Historical research method is a research method to understand the past, study the present and predict the future by analyzing, deciphering and sorting out historical materials related to social and historical processes. It has the following characteristics (1) historical. In historical research, there is a historical relationship between the subject of the researcher and the historical phenomenon as the research object, and the researcher can only understand the past events in his time environment. It is reflected in the following two aspects: the research object is the educational events that happened in the past; The research process is to reproduce the historical process according to the historical time sequence and spatial scope. (2) concrete. According to the definition of historical research, it is a research that reveals all historical forms, all rich contents and various related factors in the development of educational phenomena on the basis of enriching specific documents. Therefore, researchers must master the specific historical materials that can best explain the problem. (3) Mainly using logical analysis. Theoretical generalization of historical facts by logical analysis can help us understand the historical regularity of the evolution of things and those things that are still in their infancy and vague.
Literature: the origin, practice and limitations of multiculturalism [J]. American Studies, 2000(02):44-80.
This document outlines the evolution of the thought and practice of multiculturalism since the 1960s, and analyzes the use and connotation of multiculturalism in different fields such as education, historical research, cultural criticism and social reform. On the basis of affirming that multiculturalism has brought important and positive influence to contemporary American society, the author also analyzes and discusses the limitations of multiculturalism.