2023年10月30日，应语言教育与测评中心主任蔡雨阳教授邀请，加拿大女王大学在读博士生刘淑媛为国际商务外语学院的师生们开展了一场主题为“教育研究中的质性方法”的线上讲座，本次讲座由蔡雨阳教授主持，三十余名师生在SC301参加了此次讲座。
On October 30, 2023, Shuyuan Liu, a doctoral candidate from Queen’s University of Canada invited by Professor Yuanyang Cai, Director of CLEAR, provided an online lecture entitled Qualitative Methods in Education Research for teachers and graduate students from School of Languages, SUIBE. This lecture was chaired by Professor Yuanyang Cai. Over thirty participants attended this lecture in Room SC301.
在讲座正式开始前，博士生刘淑媛首先介绍了自己的教育背景和研究兴趣。她的研究领域包括正式学习和非正式学习，社区学习，课程中的ELL（英语语言学习）教学以及TESOL（英语为外语）的批判性教育理论。
Before starting the lecture, Ms Shuyuan Liu first introduced her educational background and research interests, which encompass formal learning/informal learning, community-based learning, teaching ELLs across the curriculum and critical pedagogy in TESOL.
本次讲座从四个部分展开。首先，报告人比较了质性研究和量性研究的优劣，并详细介绍了三种研究范式，接下来的两个部分，报告人分别介绍了质性研究的研究方法和质性研究的数据分析方法；最后通过自己的两个案例研究展示了质性研究应用于实践的过程。
Shuyuan proceeded her lecture in four parts. Firstly, she compared the advantages and disadvantages of qualitative research and quantitative research, and detailed three research paradigms. In the following two parts, the lecturer introduced qualitative methods and qualitative data analysis methods. Finally, Shuyuan demonstrated the processes of doing qualitative research through her two case studies.
在讲座的第一部分，报告人积极引导观众进行互动，邀请观众回答了质性研究和量化研究的异同，紧接着她详细介绍了两种研究方式的优势和局限性。并由此引出学术研究的三种核心范式假设：后实证主义、建构主义与意识形态范式。后实证主义描述客观事实和客观世界；建构主义关注人类对世界的感知，而意识形态范式则强调社会中的政策或意识形态。并且刘博士生通过丰富有趣的画作和案例，生动地阐述了每种范式的特点和应用领域。
In the first part of the lecture, Shuyuan actively guided the audience to interact by inviting them to share their opinions on the similarities and differences between qualitative and quantitative research before her elaboration. This led to three core paradigm hypotheses for academic research: postpositivism, constructivism, and ideological/critical paradigm. Postpositivism describes objective facts in the world; constructivism focuses on human perception of the world, while ideological paradigms emphasize policies or ideologies in society. Ms Liu vividly elucidated the characteristics and application fields of each paradigm through rich and interesting paintings and cases.
在讲座的第二部分，报告人针对如何进行质性研究进行了详细的介绍。她主要介绍了设计访谈的注意事项，比如列出核心的研究话题方便后续回溯、根据文献的理论框架写下研究问题、根据自己的研究问题确保合适的受访者、以及不要设置简单的“是或否”问题。接着她介绍了设定研究问题所遵循的克瓦勒准则以及三种常用的访谈方式：二元访谈、小组访谈和焦点小组访谈。
In the second part of the lecture, the speaker provided a detailed introduction on how to conduct qualitative research. She mainly introduced the precautions for designing interviews, such as listing core research topics for easy review, writing research questions based on the theoretical framework of existing literature, ensuring appropriate interviewees related to research questions, and avoiding setting simple “yes or no” questions. Then, she introduced Kvale’s criteria and three commonly used interview methods: dyadic interview, group interview, and focus group interview.
在讲座的第三部分，报告人简要介绍了五种质性研究的数据分析方法。分别是内容分析、主题分析、文献分析、话语分析（如批判性话语分析）、叙事研究。
In the third part of the lecture, the speaker briefly introduced five qualitative data analysis methods. They are content analysis, thematic analysis, document analysis, discourse analysis and narrative inquiry.
在讲座的第四部分，报告人详细介绍了自己的两项研究。分别是：新来的青年对移民、种族话语和身份认同的建构和社会正义和青年项目。第一个案例研究中，报告人主要介绍了自己采用的研究方法，加深观众对上一个部分研究分析方法的理解。第二个案例研究则详细介绍了质性研究的详细过程。
In the fourth part of the lecture, Shuyuan provided a detailed introduction to her two case studies. Case 1: Newcomer youth’s co-construction of immigration, racial discourses and identities and Case 2: Social justice and youth project. In case 1, the speaker mainly introduced the research method she adopted, deepening the audience’s understanding of the analysis method in the previous section. Case 2 elaborated on the process of qualitative research.
第二项研究聚焦于教育领域，基于认知公正（cognitive justice）和伦理关联性（ethical relationality）的理论框架，调查了疫情期间加拿大青少年的社会正义的意识。这项研究的参与者为十位年龄在15-17岁的青少年学生。研究者首先进行了一场60-90分钟的焦点小组访谈，随后又进行了每人30分钟的后续访谈。研究者运用主题分析的方法，对焦点小组和后续访谈的录音转录材料用Nvivo进行了分析解读。研究发现，学生在正式学习和非正式学习中所接收到的信息在社会正义问题方面存在很大差异，主要体现在课堂上的社会公正表现和学校被认为是少数族裔青年的创伤空间。该研究启示人们继续支持与非殖民化、反种族主义和反压迫教育有关的专业发展和物质资源、修订关于从历史上处于边缘地位的教师的公平招聘的政策、以及在校内外（如学校和社交媒体）创造非殖民化的道德空间。
The second study focused on the field of education and investigated social justice awareness of Canadian adolescents during the pandemic, based on the theoretical framework of cognitive justice and ethical correlation. The participants were ten adolescent students aged 15-17. The researchers first conducted a focus group interview with 60 to 90 minutes, followed by a follow-up interview of 30 minutes per person. The audio transcripts of the focus group and follow-up interviews were analyzed and interpreted through thematic analysis with Nvivo. Findings showed that there are significant differences in the information received by students in formal and informal learning regarding social justice issues, mainly reflected in the performance of social justice in the classroom and the perceived trauma space of schools as minority youth. This study inspires people to continue supporting professional development and material resources pertaining to decolonizing, anti-racist, and anti-oppressive pedagogies, revising policies on more equitable hiring from the historically marginalized communities of teaching profession, and creating ethical spaces for decolonization within schools and out-of-school spaces such as social media spaces.
最后，在讨论环节，报告人刘淑媛与现场师生进行了答疑互动。她解答了文本分析法和主题分析法的异同，讲解了归纳法和推论法的异同，并介绍了针对于沉默的受访者的处理方式。讲座最后，蔡雨阳教授及参会师生对刘淑媛的精彩报告表达了衷心的感谢。
Finally, Shuyuan had a Q&A interaction with the audience. She further interpreted the distinctions between content analysis and thematic analysis and induction and deduction. Besides, she provided some tips for interviews involving silent interviewees. At the end of the lecture, Professor Yuyang Cai and the attendees expressed sincere gratitude to Shuyuan Liu for her insightful lecture.
撰稿人：朱立萍、徐修玥、彭晓、省可可
Contributed by Liping Zhu, Xiuyue Xu, Xiao Peng, Keke Xing