| 英文摘要 |
Since 1960s, the issue of methodological debates has become the concerned focus in comparative education. B. Holmes' methodological model, problem-solving approach, based on K. Popper's critical dualism, J. Dewey's work, and social change theories, aims to construct the field, education, as a scientific discipline. Moreover, E. King's methodological perspective, educational insight method, borrowing from Popper's ideas of situational logic, laws and predictions, and A. Whitehead's ideas of the relation of objectto-subject and falsificationism, urges educational researchers to pay attention to social ecological contexts, and individual subjectivity and particularity. This article explores Holmes' and King's methodological perspectives, and proposes critiques. In addition, the paper examines Holmes' and King's theoretical differences among theoretical bases, paradigm approaches, theoretical frameworks, research purposes and research foci, in order to enrich academic horizons in comparative education.
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