特殊教育研究中質量融合應用之探究

Combination of Qualitative and Quantitative Methods in Research Design-Implication for Research in Special Education

教育研究中質的研究和量的研究，雖然在在本質，與哲學理念上仍有所差異，但近年來，在應用上已顯示出融合、併用的趨勢，然而質與量的融合，也有其限制與危機。本文的主要探討焦點有四：（一）探討質與量典範本質上的特色；（二）從質量爭辯到質量融合觀念轉變；（三）探討質量融合的關係與模式；（四）分析國內特教研究中，質量融合的應用情形。分析結果顯示：國內十年來的特殊教育研究專業期刊中，已有16％的文章有質量融合的現象，但質量融合的層面以資料蒐集和分析為最多比率，質量融合的關係，也以彼此擴充研究訊息為主要考量，根據這樣的結果，研究者提出問題討論，希望有助於我們對教育本土化的思考。

The history of methodology in educational research has been dominated by a quantitative orientation. It is only recently that the trend has shifted to a qualitative perspective. Despite the continuance of 'either/or' debate, combination of the two kinds of methods sheds eight to an alternative perspective in examining educational studies.The following issues are discussed in this article 1) the characteristics of quantitative and qualitative approaches; 2) the shift from quantitative-qualitative debate to a combination of both; 3) the functions and models of quantitative-qualitative combination in research design; 4) analysis of research designs in the field of special education with regard to the implementation of a quantitative-qualitative combination method; 5) pratical implication for further studies in special education.