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annahit木虫 (正式写手)
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[求助]
请帮忙将一段英文译成中文，谢谢
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The sociological positivists were looking for quantifiable and stable laws of social phenomena. Singleton and Straits (1999) pointed that early researchers often criticized qualitative research because it failed to provide evidence of inter subjective agreement. Additional problems existed because of a lack of standards approach during a qualitative research. It defined the purpose of research, as perceived by sociological positivists, since they were not standardized and descriptions made generalization impossible. By the 1950s, quantitative research methods, applied in the form of survey research, became the dominant sociological approach. Case studies became a minority practice. The same time period marked the new era in qualitative study research, as the academic environment started utilizing the case study as a teaching method. "Instituted at Harvard Business School in the 1950s as a primary method of teaching, cases have since been used in classrooms and lecture halls alike, either as part of a course of study or as the main focus of the course to which other teaching material is added" (Armisted, 1984, p. 75). |
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3楼2011-09-09 20:48:51
2楼2011-09-09 20:46:40
【答案】应助回帖
annahit(金币+40, 翻译EPI+1): 2011-09-10 16:24:26
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呵呵，友情应助，金币免除。 译文如下—— 社会学实证主义者此前一直在寻求社会现象中可量化的稳定规律。辛格顿和斯特雷茨（1999）指出，早期的研究人员经常批评定性研究，因其未从主体间互相同意原则提供证据。由于定性研究过程中尚缺标准方法，因此还存在其他一些问题。既然尚未标准化，而且各种描述让一般化不再可能，正如社会学实证主义者所愿，定性研究界定了研究目的。到20世纪50年代时，定量研究法以调查研究的方式付诸应用，成为社会学研究方法的首选，案例研究则成为少数实践。由于教育界开始将案例研究用作教学法，这一时期也同时标志着定性探索研究活动进入新纪元。“案例研究作为一种基本教学方法，于20世纪50年代发端于哈佛商学院，一直在教室和讲堂得到相似的运用，要么是课程学习的一部分，要么是课程教学的主要焦点，并附有其他学习材料。” |
4楼2011-09-10 14:34:54
5楼2011-09-10 14:36:56
