"A systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories (Wang & Hannafin, p. 6, 2005)"

基于研究者和实践者在真实场景中协作的一个系统并灵活的研究方法 旨在通过迭代分析、设计、开发和实施来提高教育实践，并产生了文本关联的设计原则和理论（Wang & Hannafin, p. 6, 2005）

Drawing on the literature, Wang and Hannafin (2005) proposed five basic characteristics of design-based research: “Pragmatic, Grounded, Interactive, iterative and flexible, Integrative, and Contextual” (p. 7).

 Wang and Hannafin 于2005年借鉴文学（Wang & Hannafin, p. 6, 2005），提出了设计原则研究的五个基础特征：实用性、基础性、交互性、迭代性以及灵活性、整合性和情境性。 (p. 7).

First

design-based research is pragmatic because its goals are solving current real-world problems by designing and enacting interventions as well as extending theories and refining design principles (Design-Based Research Collective, 2003; Van den Akker & et al., in press). In traditional educational research, existing theories are usually tested through artificial treatments in controlled contexts.

基于设计的研究是实用的,因为它的目标是通过设计制定干预措施以及扩展理论和精炼设计原则来解决当前实际问题。(基于设计的研究集体,2003；Van den Akker等人在新闻中报道)。在传统的教育研究中,现有的理论通常是在受控环境下通过人工处理测试的。

People engaged in these experimental approaches hope to be able to design instruction based on the principles that the theory and associated experimental results support (Edelson, 2002).

参与实验方法研究的人员希望能设计出以理论和相关实验结果为依据的指导说明(Edelson, 2002)。

In design-based research, however, the goal is not testing whether or not the theory works (van den Akker, 1999). Rather, both design and theory are mutually developed through the research process. Therefore, researchers use design to enact and refine theories continuously (Edelson, 2002) so that the theories “do real work” in practice (Cobb, Confrey, diSessa, Lehrer, and Shauble, 2003, p. 10) and eventually lead to substantial change in educational practice (van den Akker, 1999).

然而，基于设计的研究目标并不是测试理论是否奏效。相反地，设计和理论在研究过程中都能相互发展。因此，研究者不断地利用设计制定和改善理论(Edelson, 2002)，以使理论能真正在实践中奏效(Cobb, Confrey, diSessa, Lehrer, and Shauble, 2003, p. 10)，并且最终使在教育实践中产生实质性的改变(van den Akker, 1999).

Second

design based research is grounded in both theory and the real-world context (Wang & Hannafin, 2005).

基于设计的研究是以理论和现实情境为基础的（(Wang & Hannafin, 2005)）。

Theory is both the foundation and the outcome of design-based research; design-based research has a “theory-driven nature” (p. 9) and theory is continuously developed and elaborated throughout the research process acting as a framework for the enacted innovations (Van den Akker & et al., in press). In addition, design-based research is conducted in real-world contexts replete with the complexities, dynamics and limitations of authentic practice. The way design-based research is conducted is fundamentally different from labora tory experiments that deal with a single variable, control all other factors and isolate subjects and situation from the real world (Collins, 1999; Collins, Joseph & Bielaczyc, 2004; Van den Akker & et al., in press; Wang & Hannafin, 2005). The theories of traditional research are metaphorically tossed over the walls of schools and other contexts with little resultant improvement. Design-based research, by virtue of being conducted in real world context in collaboration with practitioners, is much more likely to lead to effective application.

理论不仅是基于设计的研究基础而且也是其结果；基于设计的研究具有理论驱动的本质，在制定革新框架的整个研究过程中，理论得到不断地发展和提炼(Van den Akker & et al., )。此外，基于设计的研究是在真实情境中实行的，它充满着复杂性，受真正实践的力度和限制的影响。基于设计的研究的处理方法与只要处理好单一变量的实验室实验有根本的不同，实验室研究控制了所有其他因素，隔离来自现实世界的对象和状况(Collins, 1999; Collins, Joseph & Bielaczyc, 2004; Van den Akker & et al., in press; Wang & Hannafin, 2005)。传统研究的理论实质上并没有考虑到学校和其他情境，因此成效甚微。基于设计的研究方法，凭借与实践者协作的的方式在现实环境中实行，更可能得到有效的运用。

Third

in terms of research process, design-based research is interactive, iterative and flexible.

就研究进程而言，基于设计的研究是互动，迭代和灵活的。

Design-based research requires interactive collaboration among researchers and practitioners. Without such collaboration, interventions are unlikely to effect changes in the real world context (DBRC, 2003; Reeves, Herrington, & Oliver, 2005; Wang & Hannafin, 2005).

基于设计的研究需要研究者和实践者之间的协作互动。没有这样的协作,干预措施不大可能在现实情境中产生变化(DBRC, 2003; Reeves, Herrington, & Oliver, 2005; Wang & Hannafin, 2005)。

Also, design-based research usually takes a long period of time because theories and interventions tend to be continuously developed and refined through an iterative design process from analysis to design to evaluation and redesign (Bannan-Ritland, 2003; Design-Based Research Collective, 2003; Van den Akker & et al., in press; Wang & Hannafin, 2005). This ongoing recursive nature of the design process also allows greater flexibility than do traditional experimental approaches.

同时,基于设计的研究通常需要经历很长的一段时间，因为理论和干预措施往往是不断发展和精炼的，这个迭代设计过程是从分析到设计到评价，再到重新设计。(Bannan-Ritland, 2003; Design-Based Research Collective, 2003; Van den Akker & et al., in press; Wang & Hannafin, 2005。）这个正在进行的递归性质的设计过程也允许比传统的实验方法拥有更大的灵活性。

Fourth

design-based research is integrative because researchers need to integrate a variety of research methods and approaches from both qualitative and quantitative research paradigms, depending on the needs of the research.

基于设计的研究具有整合性，因为研究者需要依据研究的需求，定性和定量地从研究范式中整合出各种研究方法与途径。

The integrative use of multiple methods in the research process results in data from multiple sources, which serves to confirm and enhance the “credibility” of findings (Wang & Hannafin, 2005, p. 8). So called “gold standard” experiments such as those used in medical research cannot be used in most educational contexts. Instead, design-based researchers utilize multiple mixed methods over time to build up a body of evidence that supports the theoretical principles underlying a specific innovation as well as refines the innovation itself in situ.

在研究过程中多种方法的综合使用带来了多渠道的数据，这些数据用于确认和加强研究的“可靠性” (Wang & Hannafin, 2005, p. 8)。像这些用于医学研究的所谓的“黄金标准”的实验不能用于大多数的教育情境中。相反的，随着时间的推移，基于设计的研究者利用多种混合型方法建立了一系列基于特定创新和自身提炼创新下支持的理论原则的证据。

Fifth

design research is contextualized because research results are “connected with both the design process through which results are generated and the setting where the research is conducted” (Wang & Hannafin, 2005, p. 11) .

设计研究是符合实际的，因为研究结果与之前的设计过程和研究场景息息相关(Wang & Hannafin, 2005, p. 11)。

It is imperative that design-based researchers keep detailed records during the design research process concerning how the design outcomes (e.g., principles) have worked or have not worked, how the innovation has been improved, and what kind of changes have been made. Through this documentation, other researchers and designers who are interested in those findings can examine them in relation to their own context and needs. To increase the “adaptability” of the findings in the new settings, guidance on how to apply those findings is also required (Wang & Hannafin, 2005, p.12).

设计性研究人员在设计研究过程中就设计结果（例如，原则）如何奏效或者无效，创新能力如何提高及做何种改变的研究做详细的记录这一点是非常必要的。通过这些文献，对这些研究感兴趣的研究者和设计者可以从关系到他们自身实际的情况和需求来检测这些文献作用。为了在新的环境里增强这些研究的“可用性”，关于如何运用这些研究的指导说明也是必须的。(Wang & Hannafin, 2005, p.12)