本文的目的主要在分析理論探討、自然科學、詮釋及批判等四種研究取徑的特性與限制，以做為探究協同反省此種教育活動的基礎。其中，批判的研究取徑又分為批判詮釋及參與批判兩種取向；在參與批判的研究取向中，研究者可能擔任協同反省的指導者、協助者及責任的分享者三種不同類型的角色。在分析時，是以理論與實際的關係為焦點；分析不同研究取徑所建立的協同反省理論與所研究的反省活動及未來的反省活動之間的關係，以揭露其特性與限制。 分析的結果指出：若從理論與實際之間的關係來衡量，理論探討、批判詮釋及參與批判這三種研究取徑，應該比較適合用來探究協同反省此種活動。據此，若欲探討與協同反省有關的教育活動，如協同教學、學校本位課程的建立、學習型組織的發展、或是協同的行動研究，都可採用上述建議的研究取徑進行研究。

　　　　　Theoretical, natural scientific, interpretive, and critial views are the main approaches for educational research. The purpose of this article is to explore their characteristics and limits for the research of collaborative reflection. Critical view consists of critical hermenutic and participatory critical approaches. In participatory critical approach, the researcher may serve as three different roles, including the conductor of reflction, the facilitator of reflection, and the sharer of the responsibility of reflection. The relation between theory and practice is the key element during the proceses of analyzing. The results show that theoretical, critical hermenutic, and participatory critical approaches are more proper for researchers to study collaborative reflection. If so, those activities concerned with collaborative reflection, such as team teaching, the construction of school-based curriculum, the development of learning organization, and collaborative action research could also be studied by these three approaches suggested.