比较教育世界体系理论研究框架探析-analysis of theoretical research framework of comparative education world system.docxVIP

in the field of comparative education. It is these factors that promote the rise and the development of comparative education theory analytical framework.The second part discusses the applications of the world system theory analytical framework. By the three responses of the field in the world system theory, which are ignorance, criticism and adopt, to track the history of the world system theory analytical framework, and select several the world system theorists as a case study in the adoption, introduce and comment the research and the view briefly. At the same time, this part discusses the angle and the theory core of comparative education study that researchers used, and studies the world system theory analytical framework in comparative education comprehensively and deeply.The third part analyzes the contributions and the shortcomings of the world system theory analytical framework. Its contribution provides a new analytical framework,and integrates the academic development and enhances the vitality of comparative analysis that mainly reflect in the development of comparative education research .The shortcomings are mainly from two aspects which are the world system theory and the application in the field of comparative education.The fourth part analyzes the challenges of the globalization theory in comparative education, providing some vision for the construction of the comparative education’s development.IVKEY WORDS: comparative education, the world system theory, the world system analysis, theory analytical frameworkV序 言序 言（一）研究缘由学科理论分析框架是研究者用以对特定研究领域中的研究对象进行资料收集、归纳 整理、分析概括并加以阐释的一种分析参照系或认识图式，一种思维原则或分析维度， 是特定学科理论的核心观点。它为人们提供了观察和理解特定问题的框架，决定了研究 的方式、设计及对结构的阐释，影响着对事物发展的分析和预测以及实践的模式。研究 学科理论分析框架，有助于我们掌握有关理论或方法的功能和作用，促进比较教育学理 论体系的整合和重构。20世纪60年代后期教育危机的爆发，打破了比较教育原有的学术权威和单一的学科 理论分析框架一统天下的局面。1977年《比较教育评论》(Comparative Education Review) 以“学科现状”(State of the Art)为题发表专栏以后，比较教育学界对比较教育学科性质 的争论更趋于激烈。而各种学科和理论的大量涌现，使比较教育学者们在调整自身的同 时，也试图从其他理论观点中吸收营养，建构新的理论分析框架，以解