方法对比

	教育行动研究	Design-Based Research
领域	田野方法	田野方法
方法族	Process / pipeline	Process / pipeline
起源年份	1940s (Lewin); educational context developed 1970s–1980s	1992
提出者	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Ann L. Brown and Allan Collins (independently, 1992)
类型	Participatory qualitative research design	Interventionist qualitative-quantitative mixed methodology
开创性文献	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
别名	EAR, practitioner research, teacher action research, classroom action research	DBR, design research, design experiment, educational design research
相关	6	6
摘要	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.