The Method Behind - The Phenomenology Of The Quality Of Education Research To Understand

In the transform of methodology of educational research, qualitative research came into being and developed gradually. In recent years, qualitative research have attracted more and more attention of countrymen.This paper have quite particularly introduced the development of qualitative research, which changed from fact describing to meaning interpreting, from theory demonstrating to reality constructing, from science pursuing to humanism regarding, from objectivity to inter-subjectivity, from language describing to culture describing, from magnificence theory to regional knowledge, from academic research to practical action, under the influence of Post-positivism, Criticism, Constructivism, Post-modernism, Phenomenology and so on since the early 20th century. In the course of the development qualitative research, many branches of it have come into being. This paper covered ethnography, ethnomethodology, Symbolic interactionism, Feminism, Action research of all the branches for the purpose of knowing why are these branches that compose qualitative research. This paper argued that it is meaning that makes all the branches together. And then, this paper selected several typical case to explore how does education be studied by qualitative research. This paper is not only of theoretical but also of practical, thus helps to understand qualitative research of education and helps to understand education at an angle of practical experience. And then, the study took to ontology.Education is essentially the practical process to achieve educational meaning through understanding in the life world. With attitude of going back to things themselves, we discovered that qualitative research of education is in accordance with the essence of education because of its attending to meaning, and then, it becomes the essential way of educational research. This paper has paid more attention to "after method". Firstly, method should not set itself up over existence. We should have a proper view of method; secondly, we should inquire the ontology of education start from method for the purpose of understanding the essence of education. We shall not disaffirm method, but emphasize the using of method When it do aims at the essential aspect of education, the essence of education would weaken the restriction of method, this is because a fixed and prescribed method could not control our practice. Method just means a certain route to bring about meaning. The essence of education requires a "path", not a "principle". When it doesn't aim at the essential aspect of education, method is not only strict but also scientific. We just want to remind that people should make a explanation if they would use this kind of results on the essential aspect of education. If people can do this, then they would have both "path" and "principle". We always think it is very important to use method based on distinguishing different aspects of education.