本文探討質量研究在教育研究法領域的發展情形及所處的角色地位。在過去，典範論戰引發質量研究的分立對峙。而現在，官方支持的「科學本位研究」貶抑質性研究為非「科學」，這使得質量研究的論戰再起。此外，質量混合研究的崛起以及研究典範的增生，也是現今教育研究法的特色。在未來，本文臆測量化研究、質性研究與混合研究應會並立發展，而無所謂誰取代誰的現象。至於是否有超越傳統質量研究的新研究取向出現，以及質量研究是否可能真正聚合為一，這些也將是未來教育研究法領域可待觀察的發展。

This article investigates the development and status of qualitative and quantitative research in education. In the past, paradigm war induced qualitative and quantitative research to be opposed to each other. At present, "scientifically based research" supported by the government rejects qualitative research as "science" , and this leads the resurgence of argumentation between qualitative and quantitative research. In addition, the rise of mixed methods and the proliferation of paradigms also characterize nowadays educational research methods. For the future, the article conjectures that quantitative research, qualitative research, and mixed methods will advance together, instead of the replacement of one method by another. As for whether a new research approach will emerge to overtake qualitative and quantitative traditions, and whether qualitative and quantitative research can truly combine to one, these need further observation in the future.