方法对比

	参与式基于设计的研 (PDBR) 是一种迭代的教育研究方法，在这种方法中，从业者	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	Early 2000s (building on DBR foundations from 1992)	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提出者	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
类型	Iterative collaborative design methodology	Qualitative research method
开创性文献	Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2(1), 51–74.	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
别名	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	PAR, community-based participatory research, collaborative action research, participatory inquiry
相关	6	6
摘要	Participatory design-based research (PDBR) is an iterative educational research methodology in which practitioners — teachers, students, or community members — serve as genuine co-designers of interventions alongside researchers. Rooted in design-based research (DBR), PDBR adds explicit mechanisms for shared ownership, distributed decision-making, and practitioner voice across all design cycles, making it especially suited to developing contextually responsive educational solutions.	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.