现象学是质的教育研究范式的重要理论基础。“悬置”则是现象学的基本概念与主张。现象学主张各种人为的假定与设想都应被搁置起来,这样才能毫无偏见地“面向事物本身”。悬置这一主张对幼儿教育研究有重要的启示,研究者要把握研究对象,就必须悬置各种预设、控制与干预,使研究对象自然、充分、真实地展现自身。因此,现象学取向的幼儿教育研究提倡非还原法、整体描述法和现象阐释法。 Phenomenology is an important theoretical basis of qualitative education research paradigm. “Suspension” is the basic concept and assertion of phenomenology. Phenomenology asserts that all kinds of artificial assumptions and assumptions should be put aside so as to “face the thing itself” without prejudice. Suspension of this claim has important implications for early childhood education research. To grasp the research object, researchers must suspend various preconditions, controls and interventions to make the research object display itself naturally, fully and truly. Therefore, phenomenological preschool education advocates non-reduction, holistic description and phenomenological interpretation.