方法对比

	教育行动研究	参与式行动研究 (PAR)
领域	田野方法	质性
方法族	Process / pipeline	Process / pipeline
起源年份	1940s (Lewin); educational context developed 1970s–1980s	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提出者	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
类型	Participatory qualitative research design	Qualitative research method
开创性文献	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
别名	EAR, practitioner research, teacher action research, classroom action research	PAR, community-based participatory research, collaborative action research, participatory inquiry
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.	Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow.