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定性比较分析因其具有揭示因果复杂性的独特优势，日益成为教育研究的重要方法工具。但在快速扩散过程中，方法被过度技术化、工具化，出现“去理论化校准”“去案例化分析”“回归式因果误读”等系统性偏误，其根源在于理论驱动的缺失与认识论定位的错位。为矫正偏差，亟须构建理论牵引下的定性比较分析整合性分析框架。该框架包括5项核心原则：理论嵌入，以组态性思维锚定问题结构与适用前提；案例导向，确保经验脉络贯穿分析全过程；校准自觉，在理论锚点与经验判断间实现技术透明；迭代对话，推动逻辑简约与经验饱和之间的动态调适；审慎解释，基于集合逻辑重构因果机制并建构类型学理论。在整合性分析框架的引领下，定性比较分析超越纯粹的技术手段，成为研究者由方法论自觉迈向理论自觉的桥梁，通过系统生成中层理论以联通宏观命题与微观经验，为教育复杂现象提供多元路径解释，推动学科知识的累积式进化。
Abstract：Qualitative Comparative Analysis(QCA) has gained prominence in educational research because of its capacity to address causal complexity. Yet, its rapid diffusion has often led to excessive technicalization and instrumental use, resulting in systematic distortions such as de-theorized calibration, de-contextualized case analysis, and regression-like misreadings of causality. These distortions stem primarily from the lack of theoretical grounding and epistemological misalignment. To address these issues, this article proposes an integrative analytical framework for QCA guided by theory. The framework is articulated around five core principles: embedding theory to anchor problem structures and define analytical premises through configurational thinking; maintaining case orientation to ensure that empirical contexts inform the entire process; cultivating calibration awareness to balance theoretical anchors with empirical judgments while ensuring transparency; fostering iterative dialogue to reconcile logical parsimony with empirical richness; and exercising interpretive caution to reconstruct causal mechanisms and advance typological theory through set-theoretic reasoning. Guided by these principles, QCA extends beyond a technical procedure to serve as a bridge from methodological reflexivity to theoretical reflexivity. In doing so, it systematically generates middle-range theories that link macro-level propositions with micro-level evidence, offers multiple explanatory pathways for complex educational phenomena, and supports the cumulative advancement of disciplinary knowledge.
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基本信息:
DOI：10.15998/j.cnki.issn2097-6763.2026.02.010
中图分类号:G40-03
引用信息:
[1]李彦.超越“悬置的因果”:教育研究中定性比较分析的组态逻辑与方法论再定位[J].重庆高教研究,2026,14(02):124-134.DOI:10.15998/j.cnki.issn2097-6763.2026.02.010.
基金信息:
国家社会科学基金教育学重大项目“中国特色现代教育学体系发展与创新研究”(VAA210003)
2025-09-25
2025-09-25
2025-09-25