臺灣博碩士論文加值系統

本論文旨在探究比較教育學者霍穆斯(Brian Holmes)於一九六五年提
出,以預測為核心概念,最終目的在從政策層面進行教育改革的問題解決方
法論.本研究認為若欲從政策層面進行教育改革,有條件限制的預測確有必
要.不過,霍穆斯為預測所作的設計,諸如社會學法則的運用,理論模式仍有
修正的空間,視為其他研究者未來研究值得進一步補強之處. 全文共分
六章,第一章緒論以文獻探討指出本研究探究該方法論的四項動機與目的,
並據此行成本研究的章節編排.霍穆斯因統整科學哲學與社會科學哲學爭
議的企圖而使問題解決法呈現出折衷性,致使霍氏的立場有些模糊,往往成
為學者攻擊的目標,此為研究動機之一,第二章據此動機,擬藉由探討問題
解決法的形成背景,釐清霍穆斯的思想脈絡與所持立場,達致第一項研究目
的. 比較教育由於科際整合的特性,方法學上往往因不同取向認識論間
的爭議而難以獲致結論,形成共識,甚至危及比較教育本身的存在,此為研
究動機之二,第三章據此研究動機,擬剖析問題解決法之認識論假定,以形
成研究者間的共識並尋繹其對比較教育的助益,達致第二項研究目的.
霍穆斯本著教育科學化,資料客觀性的理念,在問題解決法中置入批判二元
論作為概念架構,欲藉此建立理想典型模式作為資料收集與分類的系統,此
一作法常遭[刻版印象]的質疑,此為研究動機之三,第四章據此動機,擬探
究問題解決法的理論模式,以剖析其概念架構及分類社會資料的方式,達致
第三項研究目的. 問題解決方法論自從一九六五年提出後,在方法學方
面深切的省思,理念的深度,不但在比較教育學者專家間開啟方法學的論
戰,同時亦豐富比較方法的理論,對整個比較教育的發展實有基本的貢獻,
亦為比較方法學的進展提供另一種省思的方向,不過,問題解決方法論堪稱
為比較教育新典範,貢獻卓著,但亦難免會有缺失,因此有必要對整個方法
論做一綜評,本研究據該研究動機形成第五章的綜評.第六章則以本研究所
得的方法論架構圖為整篇論文做一總結並進而提出建議.

This research aims at exploring the theoretical and practical
implicationsof Holmes' problem-solving approach. The approach,
with "prediction" as key concept, is designed to proceed to
piecemeal planning educational reform in terms of policy
statements. This thesis supports the necessity of
conditionedprediction in top-down educational reform. However,
it still opens to furtherresearch on the part of theoretical
model, such as sociological laws, rationalconstructs. There
are six chapters in total. Chapter One indicates the four
motives andends of this thesis by exploring literature. Holmes'
intention of integratingphilosophy of science and philosophy of
social science blurs his own position-it forms the first motive.
According to this motive, Chapter Two searches intothe forming
background of the problem-solving approach in order to clear up
Holmes' thoughts and positions. Therefore the first ends is
achieved. Methodological issues, because of the
interdisciplinary characteristics of comparative education
itself. Chapter Three according to the second motive,
scrutinizes the epistemological assumptions of problem-solving
approach in order to examine its benefits toward comparative
education and gain commongrounds among researchers. With the
ideal of establishing the objectivity of data and developing
comparative education into a science of education, Holmes takes
critical dualism as conceptual framework. On the basis of this
framework, the ideal-typical model of the problem-solving
approach is established to collect and classify data. However,
it is doubted by many researchers that this model isapt to
stereotype individuals or groups. The doubts form the third
motive. Therefore, the four chapter analyzes the theoretical
framework and the classificatory systems of societal data. Hence
the third ends is achieved. proposed since 1965, the problem-
solving approach has not only been heatingthe debates of
methodology among comparative educationists, but also
enrichingthe theory of comparative methods. Nevertheless, it
cannot be denied that the approach still exists some
disadvantages. It is the fourth motive that formsChapter Five,
giving comments on the problem-solving approach. Finally, this
thesis concludes the research in Chapter Six by proposing
thewhole framework of the problem-solving approach and offering
some suggestions.