定性研究的论文案例

毕业论文中的定性研究结果分析在毕业论文中，定性研究是一种常用的研究方法，它通过对实际现象的描述、解释和理解，探索问题的本质和内涵。

通过对定性研究结果的分析，研究者可以深入挖掘问题的深层次内涵，为毕业论文提供有力的支持和证据。

一、研究目的的定性分析在毕业论文中，研究目的的定性分析是非常重要的内容之一。

通过对研究目的的定性分析，可以准确把握毕业论文的研究重点和方向。

在定性分析中，研究者可以通过对研究问题的解释和描述，揭示出问题的内在联系和发展趋势。

例如，在一篇关于教育领域的毕业论文中，研究目的是了解学生们对于互联网教育的态度和看法。

通过定性研究结果的分析，研究者可以得到学生们对互联网教育的认知、评价和期望。

进一步分析这些结果，可以揭示出学生们对互联网教育的需求和发展方向，为教育政策的制定和实施提供有价值的参考。

二、研究结果的分类与整理定性研究结果的分类与整理是毕业论文中的重要环节。

通过对研究结果的分类整理，可以将结果进行有机地编排和展示，提高研究报告的逻辑性和可读性。

在进行分类与整理时，可以根据研究目的和问题的不同，采取不同的分类方式。

常见的分类方式包括主题分类、因果关系分类、时间序列分类等。

在进行分类时，需要充分考虑研究结果的内在联系和相互影响，尽量保持分类的一致性和完整性。

三、研究结果的综合与解释在毕业论文中，定性研究结果的综合与解释是展示研究水平和能力的重要环节。

通过对研究结果的综合与解释，可以得出客观、全面的结论和观点，为毕业论文的学术价值和贡献提供有力的支持。

在进行结果的综合与解释时，需要根据研究者的主观判断和学术经验，对研究结果进行递推推理和批判性思考，进一步挖掘问题的深层次内涵和关联性。

同时，还需要充分考虑研究结果的局限性和不确定性，对结论和观点进行合理的解释和说明。

四、研究结果的可信性和有效性评价在毕业论文中，研究结果的可信性和有效性评价是要求研究者进行全面和客观的自我评价，从而提高研究结果的质量和可靠性。

毕业论文写作中的定性研究案例在毕业论文写作中，定性研究是一种常见的方法，旨在通过观察现象、收集和分析非数值性数据来深入理解研究对象。

在本文中，将介绍一个定性研究的实际案例，并详细讨论研究的目的、方法、数据收集和分析过程以及结果解释。

1. 研究目的本研究旨在探索中小企业在创新过程中面临的挑战及其应对策略。

通过定性研究方法，可以深入了解企业创新的思维方式、组织结构、文化氛围等因素对企业创新绩效的影响。

2. 研究方法本研究采用质性研究方法，包括访谈和观察两种主要数据收集方式。

研究对象为10家中小企业的创新团队，通过访谈收集创新团队成员的观点和经验，同时通过观察企业内部的创新流程、组织结构等方面的情况。

3. 数据收集首先，研究者通过面对面的访谈方式与创新团队成员进行深入交流，了解他们对于创新过程的理解、遇到的问题以及解决方法等。

访谈内容包括企业创新策略、创新团队的组织方式、创新流程等。

其次，研究者通过观察企业内部的创新过程来获取更全面的数据。

观察的内容包括创新团队成员的协作方式、创新流程中的关键环节、组织文化等。

4. 数据分析在数据收集完成后，研究者对收集到的访谈记录和观察记录进行逐字逐句的转录，并进行数据编码和分类。

通过对数据的分析，可以发现其中的模式、主题和关系，从而提取出创新过程中的共性和特殊性。

基于对数据的分析，研究者可以形成一个完整的研究框架，用于解释中小企业在创新过程中面临的挑战及其应对策略。

此外，还可以通过引用具体的案例或引用研究对象的原话来支持分析结果。

5. 结果解释根据数据分析结果，研究者得出结论：中小企业在创新过程中面临的挑战主要包括资源限制、组织结构不合理、人员素质不高等。

为了应对这些挑战，企业需要改进创新团队的协作方式、加强对创新流程的管理、提升员工的技能水平等。

此外，研究结果还显示出了一些特殊情况，即一些中小企业通过形成合作伙伴关系、加强与外部创新网络的联系等方式成功克服了创新挑战。

论文写作中的定性研究方法与分析在论文写作中，研究方法与分析是非常重要的步骤。

而在定性研究中，研究者通常采用一种质性的研究方法，以深入了解某一现象或问题。

本文将重点探讨论文写作中的定性研究方法与分析的相关内容。

一、什么是定性研究方法定性研究方法是一种描述性的方法，它关注研究问题的质性特征，而非数量化的特征。

在定性研究中，研究者通常采用个案研究、深度访谈、文本分析等方法，通过对现象进行详细的描述和解释，以获取全面的研究结果。

二、定性研究方法的特点1. 针对个体：定性研究方法注重对个体的深入观察，以获取全面而细致的信息。

2. 具体描述：定性研究方法强调对研究现象进行详细的描述，以获取全面的资料。

3. 主观性：定性研究方法允许研究者的主观观点和经验对研究结果进行影响。

4. 灵活性：定性研究方法强调灵活运用各种技巧和方法，以获取准确的研究数据。

三、定性研究方法的应用在论文写作中，定性研究方法广泛应用于人文社科等领域。

例如，心理学领域的研究者可以通过深度访谈的方式，探索人们的心理活动和行为动机；教育学领域的研究者可以通过文本分析，研究教育政策的影响等。

四、定性研究方法的分析步骤1. 数据收集：定性研究中，研究者通过深入访谈、观察等方式，收集相关数据。

2. 数据整理：研究者需要对收集到的数据进行整理和分类，以便后续的分析。

3. 数据分析：在数据分析中，研究者可以通过编码、归纳、综合等方法，对数据进行深入分析。

4. 结果解释：研究者需要对数据的分析结果进行详细解释，以支持自己的研究观点和结论。

五、定性研究方法的优缺点1. 优点：- 可获得深入的了解：定性研究方法可以帮助研究者深入了解研究对象，揭示其内在的动因和关系。

- 灵活性强：定性研究方法具有灵活性，可以根据研究对象和问题的不同，采取适当的研究方法。

2. 缺点：- 信息收集有限：相比于定量研究，定性研究的信息收集可能相对有限，无法全面了解研究对象。

- 影响因素较多：定性研究方法会受到研究者主观观点和经验的影响，可能导致结果的偏差。

毕业论文中的定性研究方法与分析在毕业论文中，定性研究方法与分析是一种常用的研究方法，旨在探索和理解现象背后的有意义的经验和观点。

本文将介绍定性研究方法的定义、特点以及其在毕业论文中的应用，并探讨如何进行定性数据分析。

一、定性研究方法的定义与特点定性研究方法是一种基于描述和解释的研究方法，旨在理解个体或群体在特定情境下的经验、观点和态度。

与定量研究方法相比，定性研究强调对现象的深入理解，关注被研究对象的内心感受和社会文化背景。

定性研究方法具有以下几个特点：1. 开放性：定性研究强调开放性的问题探索和数据收集。

研究者通常使用开放式问题来引导访谈或观察，鼓励受访者自由表达观点和经验。

2. 描述性：定性研究的目标是对现象进行详实的描述，帮助读者了解研究对象的特征和特点。

研究者通过引用受访者的引述或使用直接引语来呈现数据。

3. 理论导向：尽管定性研究方法注重数据的描述和解释，但研究者通常会借助一定的理论框架来指导研究设计和数据分析。

二、定性研究方法在毕业论文中的应用在毕业论文中，定性研究方法常用于社会科学、教育学和人文学科等领域的研究。

下面将分别以社会科学和教育学为例，介绍定性研究方法在毕业论文中的应用。

1. 社会科学领域在社会科学领域的研究中，定性研究方法通常用于探索人类行为、社会关系和社会现象。

比如，在一篇研究家庭关系的毕业论文中，研究者可以使用定性研究方法来深入理解家庭成员之间的相互作用和互动方式。

研究者可以通过开放式访谈或参与观察的方式收集数据，并使用核心主题分析等方法对数据进行分析。

2. 教育学领域在教育学领域的研究中，定性研究方法常用于探索学生的学习经验和教育环境对学习的影响。

例如，一篇研究高校教学质量的毕业论文可以采用定性研究方法来了解学生对教学方式、教师评价和课程设置等方面的看法和经验。

研究者可以通过问卷调查、深度访谈或学生作品分析等方式收集数据，并使用内容分析或主题分析等方法对数据进行分析。

大学毕业论文中的定性研究方法与分析定性研究方法在大学毕业论文中的应用与分析在大学毕业论文中，研究方法的选择和运用对于整个研究的质量和可信度至关重要。

定性研究方法作为一种常见的研究方法，被广泛应用于许多不同学科领域的研究中。

本文将探讨定性研究方法在大学毕业论文中的应用与分析。

一、定性研究方法概述定性研究方法是一种基于主观理解和描述的研究方法，主要关注人类行为、态度和观点等主观性因素。

与定量研究方法相对应，定性研究方法更注重深入理解和解释现象的本质。

在大学毕业论文中，定性研究方法可以帮助研究者深入挖掘问题的内涵，找出隐含的规律和原因。

二、定性研究方法的优点与适用性定性研究方法具有以下几个优点和适用性：1. 理解现象深入：定性研究方法能够帮助研究者深入了解研究对象内涵和背后的意义，从而对现象进行全面和透彻的理解。

2. 生成深度和丰富的数据：通过开放式访谈、参与观察等技术手段，定性研究方法能够获得详细和全面的研究数据，有助于提供更丰富的研究结果。

3. 强调个体差异：定性研究方法关注个体之间的差异，能够充分理解和揭示不同个体的不同观点、态度和行为。

三、定性研究方法的具体应用在大学毕业论文中，定性研究方法可以应用于各种学科领域的研究。

以下是几个具体的应用领域示例：1. 教育学：在教育学领域的毕业论文研究中，定性研究方法可以用于理解学生的学习态度和观点，揭示教育实践中的问题和困境，为改进教育教学提供有益建议。

2. 心理学：在心理学领域的毕业论文研究中，定性研究方法可以用于探索个体的心理状态、情绪和行为动机，深入研究社会心理现象，如认知偏差、群体决策等。

3. 社会学：在社会学领域的毕业论文研究中，定性研究方法可以用于了解社会群体的态度、行为和观点，分析社会问题的根源和原因，提出社会政策的建议。

四、定性研究方法的分析与讨论虽然定性研究方法在大学毕业论文中具有广泛的应用前景，但也存在一些潜在的问题和挑战。

以下是对定性研究方法的一些常见分析和讨论：1. 主观性：由于定性研究方法注重个体的主观感受和理解，研究结果可能受到研究者主观意识和态度的影响，需要研究者提供严谨和客观的研究过程和结果。

定性资料的⽐较案例辨析及参考答案第8章定性资料的⽐较案例辨析及参考答案案例8-1 某单位调查了4类⼈员⼄型肝炎表⾯抗体（HBsAb）的阳性率，想⽐较3种病⼈与健康⼈群的阳性率有⽆差别，数据见教材表8-14。

教材表8-14 4类⼈员⼄型肝炎表⾯抗体（HBsAb）的阳性率组别阳性⼈数阴性⼈数合计阳性率/%肝癌病⼈肝炎病⼈⾷管癌病⼈健康⼈1718531591601421511761781471549.6610.113.401.95合计43 612 655 6.56 请⼤家对本案例讨论如下问题：（1）若看成⼀个4×2列联表资料进⾏1次检验，是否能达到分析⽬的？（2）若将每⼀种病⼈与健康⼈群HBsAb的检查结果分别组成四格表，进⾏3次四格表检验，对否？（3）怎样达到分析⽬的？案例辨析（1）因为分析⽬的是“想⽐较3种病⼈与健康⼈群的阳性率有⽆差别”，进⾏1次检验，不能达到分析⽬的。

（2）独⽴地进⾏3次四格表检验是不妥的，因为那样做会增⼤犯假阳性错误的概率。

正确做法（1）就本例⽽⾔，对于这个4组⼆分类资料，当⼩于5的理论频数的个数少于总格⼦数的 1/5 时，适合⽤⼀般检验进⾏总的分析。

其结果是 = 14.148 9， =0.002 7＜0.05，4类⼈员HBsAb阳性率之间的差别有统计学意义。

（2）接着作两两⽐较，原作者较关注3种病⼈与健康⼈的HBsAb⽐较，其阳性率是否有差异，因此只需⽐较3次。

但每次⽐较，对应的检验⽔准应作调整（见后）。

（3）为了达到前述的统计分析⽬的，⼜使犯假阳性错误的概率不增加，应当对每个四格表资料进⾏假设检验时降低检验⽔准，即取。

于是，肝癌病⼈和健康⼈⽐较=8.577 9，=0.003 4＜0.008 3；肝炎病⼈和健康⼈⽐较= 9.288 3， = 0.002 3＜0.008 3；⾷管癌病⼈和健康⼈⽐较=0.180 7， =0.670 7＞0.008 3。

因此可以认为，肝癌病⼈、肝炎病⼈和健康⼈的HBsAb阳性率有差异，⽽不能认为⾷管癌病⼈和健康⼈的HBsAb阳性率有差异。

毕业论文写作中的定性研究结果分析随着教育水平的提高和学术研究的发展，定性研究在毕业论文写作中被越来越广泛地采用。

定性研究以不可量化的观察和解释性方法，探索人类行为和现象的内在含义和复杂性。

在毕业论文写作过程中，对定性研究结果的深入分析，将帮助我们更好地理解毕业论文的主题，并得出有价值和深度的研究结论。

首先，在展示定性研究结果之前，需要对研究的方法论和研究过程进行简要介绍。

这样可以让读者了解到我们所使用的定性研究方法的特点和优势。

在定性研究中，研究者通常从特定样本中收集以辅助理解和解释研究主题为目标的数据。

研究方法可能包括访谈、观察、文献回顾等等。

接下来，我们将展示定性研究结果的分析。

分析定性研究结果的一种常见方法是对数据进行主题编码和分类。

主题编码和分类过程中，我们可以发现研究中出现的模式和趋势，并将其整理成相应的主题和子主题。

这个过程要追求准确性和系统性，确保整个分析过程的可靠性和可验证性。

在讨论和分析毕业论文的定性研究结果时，我们应该注重对数据的详细描述和解释。

无论是通过引用访谈摘录还是观察记录，都需要提供具体案例和实例来支持我们的分析。

通过结合定性数据和理论框架，我们可以更好地理解和解释研究结果，并将其与相关研究进行比较和对比。

在定性研究结果分析中，我们还应该关注研究结果的内在含义和意义。

我们可以从不同的视角考虑和解释研究数据，提出复杂而有深度的解释和理解。

这些解释和理解可以与已有的学术理论和观点进行联系和比较，从而为毕业论文的结论部分提供有力的支持。

此外，我们还可以在分析定性研究结果时使用可视化工具，如图表、图像等。

通过可视化工具，我们可以更好地展示和呈现研究结果，使读者更容易理解和接受我们的结论。

在使用可视化工具时，我们还应注意保持清晰和简洁，确保图表和图像的符号和说明清晰易懂。

在毕业论文写作中，对定性研究结果的深入分析不仅仅是研究工作的重要部分，也是对读者传达研究意义和启发思考的途径。

The Difference and Combination ofQuantitative and Qualitative ResearchAbstract:Quantitative research and qualitative research are two basic paradigms and methods, each with different concept, nature, fundamental theory, and research process. Recently, there are more and more arguments about the tow methods and more and more scholars promote the combination of them in researches. This thesis demonstrates the differences between the two methods and also analyzes the combination of them and its significance in researches.Key words:Quantitative research, qualitative research, difference, combinationSection One The Introduction of Quantitative Research and Qualitative ResearchThere are two paradigms in social science research. One is the positivist methodology and the other is the humanist methodology. The positivist methodology simulates the natural science and uses inductive method to discover new knowledge, uses the “hypothesis-deduction” mode to test theory (Kerlinger, 1964), uses the method of mathematical statistics to analyze quantizable empirical observation and to assure the cause-and-effect relationship. In comparison, the humanist methodology derives from humanist science and emphasizes collecting, comprehending and explaining documents.Quantitative research is the specification of the positivist methodology and it emphasizes on the quantitative analysis and statistical calculation, including experimental method, quasi-experimental method and questionnaire method, etc. Quantita tive research emerged after 1940s’. The nature of quantitative research is the use of statistic model to test the relativity between the independent variable and the dependent variable, and in turn to test the hypothesis and to deduce the cause-and-effect relationship between the variables. Quantitative research is widely employed in various researches, such as social science research, environment and ecology research, energy research and so on. In practice, quantitative research requires the following process:1)to establish hypothesis and to determine the variables in thecause-and-effect relationship;2)to use the reliable tools to measure and analyze the variables;3)to test the hypothesis;4)to draw a conclusion.In comparison, qualitative research is the specification of the humanist methodology and stresses the analysis of documents and the comprehension,explanation and annotation of the objects of research, including literature analysis method, historical research, action research, observation method, interview, case analysis and ethnography, etc. Qualitative research is a explosive research and a process of discovering new things. It is analysis and research of the quality of the objects and in turn to describe the objects and reflect the characteristics and nature of the objects.Section Two The Differences of Quantitative Research and Qualitative Research2.1 The different fundamental theoriesQuantitative research and qualitative research differs from each other in their fundamental theories. Quantitative research is based on the empirical philosophy, specifically the positivist methodology which holds that the subject and the object are separate entities, that is the social phenomena are objective and out of the influence of subjective value. The researchers should take a neutral stance in researches.On the contrary, qualitative research holds that the researchers and the objects are not independent from each other and that the comprehension of the social phenomena depends on the inter-relationship between the two. Thus researches in social science can not take a neutral stance.2.2 The different purposes of researchThe quantitative research is aimed at determine the relationship influence and the cause-and-effect relationship of the objects with more attention to individual variables and elements and their relationship. It is used to find the quantitative relationship and master the quantitative characteristics and variation by measuring the social realities, experimental verification, mathematic statistics and various mathematic and statistic analysis and is also used to find the quantitative regularity by exploring truth, rules and the essenceof the objects by the quantitative relationship, .Instead, qualitative research is aimed at comprehend the social phenomena with a heavier emphasis on the opinions of the researchers and with a view to comprehend, explain and explore the social phenomena from a holistic perspective. What’s more, qualitative research is mean t to have an insight into the objects through broad and delicate researches. At the same time, it will take into consideration the view of researchers and emphasize on the explanatory comprehension of realities in order to provide some references for similar researches and to discover the inner momentums in various educational context.2.3 The different research approachesQuantitative research is based on existing theories. Then the researchers will put forward theoretical hypothesis and to collect empirical evidences to prove the hypothesis, the presupposed models and theories. It is a deductive and general-to-specific approach which highlights the verification and extension of the existing theories. The quantity in the research comes from the materials which includes quantitative relation and which are collected by the researchers. Also those materials are reached by expert measurement and mathematical analysis, and therefore they are scientific, objective and accurate. The major methods used in quantitative research include questionnaire, experiment, survey, measurement, statistic method, etc. In order to discover a fact, the researchers in quantitative research will quantize the collected materials and use data to prove their hypothesis.In qualitative research, there is not an existing theory. Instead, it is a process of constructing theories and it collects relevant materials through interview, case study, and so on. Furthermore, qualitative research emphasizes the insightful explore into and the comprehension of social phenomena, from which a proposition, conclusion or theory can be generalized. In essence, it is a general-to-specific process (Strauss and Corbin, 1998). What’s more, qualitative research requires descriptive materials in the form of words orpictures instead of the form of accurate data, which results in the inaccuracy and ambiguity of its conclusion. The major methods used in qualitative research include observation, in-depth interview, action research and case study. The researchers in qualitative research will induce the first-hand materials and transform them in to theories.2.4 The different degrees of subjectivityQuantitative and qualitative researches both pursue objectivity, but have different degrees of subjectivity. Quantitative research is based on neutral evidence and strives for objectivity. But in the construction of hypothesis, the selection of facts and the explanation and deduction of the results, it can not guarantee the completely objectivity. Rather, qualitative research focuses on understanding the world which they observed from the point of view researchers, their main research tool is the researcher himself. Thus it is more subjective and the research process can not avoid subjectivity.Section Three The Respective Characteristics and Limitation of Qualitative Research and Quantitative Research3.1 The Characteristics and Limitation of Qualitative ResearchThere are three characteristics in quantitative research:1)Repeatability. The research process and the materials should bedistained from the influence of the personal values, that is, theresearchers must be objective during the whole research. It isadvocated that delicate measuring and analyzing instruments toensure the repeatability of the research;2)Deduction. In the quantitative research, the researcher should firstput forward some hypothesis. and then they will collect materials andtransform them into data in order to verify or falsify their hypothesis.The logic method used here is deduction.3)Controllability. The quantitative research usually requires the controlof the irrelevant variables or the uses the control groups to removethe influence of the irrelevant variables, so as to discover thecause-and-effect relation of the variables accurately.The main advantages of quantitative research is simple and concise, as well as, persuasive, however there are some limitation. On one hand, branch of instruction is to some extent humanistic, but the quantitative ignore the value and significance of people and it can hardly have insight into the humanistic aspect of the branch of instruction. On the other hand, the quantitative ignores the elements that can not be quantified. It emphasizes the quantitative measurement and analysis of the instruction activities. Thus it distorts the essence of education to some extent.3.2 The Characteristics and Limitation of Qualitative ResearchThere are two characteristics of qualitative research:1)Induction. Qualitative research employs induction as its logicmethod. The researchers may or may not have a hypothesis beforethe research and they gradually construct a theoretical hypothesisduring the research. It is a top-down inductive research model;2)The characteristic of natural scene. Qualitative research advocateresearches in the real life and natural scene. The researchers spenda long time in describe and record the results in differentconditions in the natural scene from the perspective of the object.Therefore, qualitative research is also called field research or sitestudy.At the same time, there are still some limitation of qualitative research, such as difficulty in operation, the high requirement in the researchers, the influence of the subjective elements to the conclusion and the difficulty in repetition.Section Four The Relation and Combination of Quantitative Research and Qualitative Research4.1 The relation between quantitative research and qualitative researchFirstly, quantitative research is to some extent the premise and foundation of qualitative research. Any qualitative change results from quantitative changes and only enough quantitative change can lead to qualitative changes. Thus frequent research in quantitative changes makes for the discovery of qualitative changes early. We can borrow the view of dialectical materialism: everything existing objectively is the unity of quality and quantity. There is no quantity without quality in the real world, and there was no quality without quantity. A close combination of quality and quantity can constitute a complete thing. Therefore, if we want a comprehensive study of a thing, both qualitative research and quantitative research should be conducted. In the same study, using two different methods can help us draw a more comprehensive and accurate conclusion from different sides, different angles on the same problem. Through qualitative research, we can master things the inherent characteristics of different from other things; while the supplement of quantitative research helps us to grasp the scale of the existence, development, extent, speed and other properties that can be quantified. This determines that the qualitative research and quantitative research are interrelated, complementary and indivisible.Secondly the two methods can provide mutual helps and supports for each other. For example, before qualitative research, the analysis of quantitative research data can provide great help for the qualitative study; while conducting quantitative research，quantitative research data also has a strong guiding function. Also, when performing quantitative research, quantitative research data also has a strong complementary function.Thirdly, two research methods can be interspersed with the use of eachother and combined with each other. In some studies, both qualitative methods and the quantitative methods are used. Some qualitative research also inserts data to do corroboration, while most of the quantitative research needs the rational thinking in qualitative research in the processes of hypothesizing, demonstrating the cause-and-effect relationship and discovering the regularity of phenomena. Usually, before we conduct a new research project, the quantitative research often begin with the appropriate qualitative researches, and sometimes qualitative research is also used to explain the results obtained by the quantitative research.Although quantitative research and qualitative research differ from each other in many aspects, they are not mutually exclusive but complementary to some extent. Since we have clearly seen the advantages, weakness and the relation of quantitative research and qualitative research, we can combine the two approaches together to overcome those weaknesses when using one’s strengths to overcome the other’s weaknesses. For instance, words and pictures can be used to add meaning to numbers and data, and data can be used to add precision to words and pictures. As a result, the data would be more efficient, able to test hypotheses, involve contextual details and able to be generalized, which makes contribution to obtain higher credibility.4.2 The combination of quantitative research and qualitative researchIn recent years, the increasing extension of the scope of social science research as well as the increasing multidisciplinary and interdisciplinary collaborative research, provide a realistic possibility for the mutual learning and cooperation between the two research paradigms. What’s more, thanks to the rapid development of information technology and the computing and quantitative analysis capabilities, the qualitative research has become more sophisticated. The two researches are combined with each other to provide the possibility of a different paradigm methodology.At present, the combination of the combination of quantitative and qualitative researches is gradually systemized. There are three main ideas of theamong the west scholars: Ingersoll’s Mixed Model, Dentin’s Triangulations Model and Smith’s Binding Model.4.2.1 Ingersoll’s Mixed ModelIngersoll (1983:6-12) considers quantitative and qualitative researches have their own strengths and weaknesses, both of which can be combined in order to learn from each other. Ingersoll gives a continuous quantitative and qualitative research diagram, showing the three modes combine the two methods---exploring parameters, providing examples and suggesting interpretations.The first model on left end of the diagram is “exploring parameters”. In the combination of qualitative and quantitative researches, qualitative research plays the role to explore and thus helps quantitative research to determine the parameters of the problem. On the middle point of the line is the second model---“providing examples”. Both quantitative research and qualitative research are used in the model, with each playing their own effectiveness, where qualitative research is to provide examples of quantitative research and provides views of the research objects. On the right end of the line is the third model---“suggesting interpretations”, in which the results of qualitative research help to explain the meaning and significance of the results of quantitative research. The first model begins with qualitative research, and then gradually moves to quantitative research---”explore the parameters”. The third model begins with quantitative research, and then gradually moves to qualitative research---”proposed interpretation”. In the second model, quantitative and qualitative researches are conducted simultaneously.4.2.2 Triangulation Model”Triangulation”means to study the same phenomenon through different ways, data, research objects and theories. “Triangulation”was originally applied to the field of measurement and navigation and through trigonometry people can accurately measure the area of a region. Denzin (1978) was the first to use the “triangulation”to represent the combination of different ways tostudy the same phenomenon. “Triangulation” relies on the assumption that the strengths each method can compensate the weaknesses of other methods.At present, there are four “triangulation”(Denzin, 1989): 1) data, “ triangulation” , which change the use of data resources in the study involving time, space and personal ; 2) researchers “ triangulation” , the use of different researchers; 3) theory “triangulation”, which uses multiple theoretical perspectives or a variety of theoretical perspectives to interpret the results of a study ; 4) method “ triangulation”, which is used to study the same problem by using a variety of methods.The implementation procedures of “Triangulation” include “sequential model”, “parallel model”, “fused model” and “interactive model”.“Sequential model” refers that different methods have a sequence when they are used.. “Parallel model” means the simultaneous use of different methods to verify and supplement each other. “Fused model” means to include the quantitative study into observational studies, to do an overall analysis or to quantify the observations and to do statistical analysis. “Interactive model” refers to use the qualitative and quantitative methods alternately and continuously, for example, the form of one kind of research is use in the early studies , and during the research another form is then employed, and there are combination and interaction of the two methods throughout the process of the research.4.2.3 Smith’s Binding ModelSmith (1975) believes that the forms of the combination of qualitative and quantitative researches can be divided into the one-fold combination of research programs and the combination of various research programs. 1) The one-fold combination of research programs also have two types---"continuous combination" and "parallel combination". 2) The combination of various research programs includes three models: the first is to quantify qualitative case study; the second is to discuss the quantitative indicators in the form of narrative; the third is a combination of two kinds of materials without changing their original states.Through the above three models, it can be found that qualitative and quantitative researches are on the two ends of a continuum with a variety of ways to be combined, including the different combinations of different elements of the study, the alternations of the research phases, the different combinations in the same study, the different combinations in a number of studies, etc. Despite these complex combinations, the basic approach is nothing but a combination of qualitative and quantitative researches. This basic relationship is reflected in two aspects: firstly, qualitative research can help quantitative research; Secondly, quantitative research helps qualitative research.Section Five ConclusionQuantitative research and qualitative research are not mutually exclusive but interrelated and mutually reinforcing. We can make good use of their respective strengths to overcome its limitations and to complement each other by combining the two methods so as to reach a more comprehensive conclusion. In the same study, the use of these two mutually complementary research methods helps us to study the same problem from different sides and different angles so that it can come to a more comprehensive and accurate conclusions. Therefore, understanding differences between the qualitative and quantitative researches and grasping their connections between will help us to combine the two research methods together and play a powerful role in our social or educational researches.Bibliography“论定量研究与定性研究的结合及对调查研究的启示”《和谐社会与社会建设——中国社会学会学术年会获奖论文集》2007.谭跃进.《定量分析方法》北京:中国人民大学出版社. 2006.11.伍红梅，“定量研究与定性研究的比较结合”，达州职业技术学院学报. Denzin，N. K., The research act. New York: McGraw Hill, 1978.Denzin，N. K., The research act：A theoretical introduction to sociological methods.3rd edn. Englewood Cliffs, NJ: Prentice Hall, 1989.Ingersoll, B., “Approaches to combining quantitative and qualitative social support research”. 1983.Jick，T. D., “Mixing qualitative and quantitative methods: Triangulation in action”. Administrative Science Quarterly. 24:602-611, 1979.Smith，T.W., Strategies of social research: The methodological imagination.Englewood Cliffs, NJ: Prentice Hall, 1975.Tashakkon, A. and Teddlie, C., “Mixed Methodology：Combining Qualitative and Quantitative Approaches”. Thousand Oaks，London：SAGE, 1998.。

毕业论文结果讨论范文引言本文将讨论我的毕业论文的结果。

我的毕业论文研究了某一特定领域的问题，并提出了一些结论。

在这篇论文中，我使用了定量和定性的方法进行研究，并结合了相关文献和数据进行分析。

以下将对我的研究结果进行讨论。

研究结果结论一通过对相关数据的分析和对文献的综述，我得出了结论一。

结论一指出了某一特定情况下的现象或趋势。

通过对数据的统计分析和对文献中的案例研究的综合分析，我得出了这一结论。

这一结论对于理解该领域的某一方面具有重要意义，并为进一步的研究提供了指导。

结论二在论文的研究过程中，我还得出了结论二。

结论二可能通过定量或定性方法得出，并与其他研究结果进行比较。

这个结论可以是一个验证性的结论，也可以是一个对领域现有理论的扩展。

为了得出结论二，我进行了深入的数据分析和文献研究，并结合了实证研究和案例分析。

结论三最后，基于我的研究，我提出了结论三。

这个结论可能是一个对研究领域的新见解，或者对先前的研究结果进行的进一步解释。

结论三的得出可能需要对实证数据进行定量分析，并结合文献研究进行综合推断。

这一结论对于对该领域的理解和实践具有重要影响。

结论讨论上述结论提供了对我的毕业论文的研究结果的综合概述。

通过这些结论，我对所研究的领域作出了一定的贡献，并为相关研究提出了一些新的方向。

然而，这些结论也可能存在一定的局限性，需要进一步在实践中加以验证和分析。

在未来的研究和实践中，可以考虑进一步深入研究结论中提到的问题，并结合实证资料和案例研究进行进一步验证。

此外，我们还可以尝试使用其他方法和研究设计来进一步探索这一问题。

这些进一步的研究可能有助于完善结论的适用性和推广性。

结束语通过我的毕业论文研究和结果讨论，我对所研究的领域有了更深入的了解，对相关问题提出了若干结论。

这些结论为该领域的研究和实践提供了一些理论和实证基础，同时也为进一步的研究提供了新的方向和可能性。

在撰写本文时，我不仅使用了定量和定性的方法，同时也参考了大量的相关文献和数据。

竭诚为您提供优质文档/双击可除定性研究的论文案例篇一：定量与定性研究的比较分析(结合案例分析)基于“流动子女教育问题”对定量与定性研究的比较分析在做定量研究和定性研究的比较之前，我们必须弄清楚两者的概念，才能找准方向，但要我完整的解释什么是定量研究和定性研究，我是做不到的。

只能根据文献资料做一个简单粗浅的解释。

一、概念界定定性研究又叫质性研究，它是指通过发掘问题、理解事件现象、分析人类的行为与观点来对社会现象的质的分析和研究，通过对社会现象发展过程及其特征的深入分析，对社会现象进行历史的、详细的考察，解释社会现象的本质和变化发展的规律。

定量研究又叫量化研究，它是指在数学方法的基础上，确定事物某方面量的规定性的科学研究，通过研究社会现象的数量特征、数量关系和数量变化，进而去分析、考验、解释以及预测社会现象的发展趋势的研究方法和过程。

二、比较分析根据阅读《流动人口子女教育研究的现状与趋势》（定性研究）与《关于长沙市进城农民工子女教育问题的调查与思考》（定量研究）这两篇关于流动子女教育问题主题的文献，以及结合“社会研究方法”课程的学习，我主要谈一下定性研究与定量研究的研究方法和研究逻辑方面的区别：（一）研究方法关于两者研究的基本方式。

《流动人口子女教育研究的现状与趋势》这篇定性研究文章主要是采取了“文献研究”的方式。

通过对已有统计资料及相关教育文献的研究，如它开篇就例举了5篇对一个城市(如上海市、厦门市)或城市中的某一个区范围内的流动人口子女教育总体状况的调查，也运用了一些文献中可以适用的数据来了解流动人口对其子女教育的意向状况和民工学校(打工子弟学校)的情况，探讨文献研究中关于流动人口子女教育问题的原因分析以及根据现有资料来发现目前此领域的研究趋势，最终分析研究所得的资料提出自己对于今后对流动人口子女教育问题的研究方向应深入和发展的几点意见。

整篇文章作者都只是做一些总结和阐述，来描述性地解释流动子女教育研究的现状及趋势及解释一些问题的理解。