行為與社會科學研究的領域中，質、量典範間的論爭由來已久。兩派在知識論、價值論、本體論上的迥異觀點，乃是造成其衝突的主要原因。而何者方能引領研究者獲致真理，雙方學者更是各執己見、爭戰不休。直到了「和平論」(pacifist)者的出現，才為質、量典範論戰畫下一個暫時的句點；而其所支持的混合方法論(mixed methodology)，也在社會科學方法論的演進歷程中，扮演著承先啟後的角色。混合方法研究(mixed method studies)與混合模式研究(mixed model studies)乃是混合方法論中主要的兩種研究型態。前者採取實用主義的觀點，強調在單一研究中納入不同典範方法，以驗證研究結果，包括：連續性設計(sequential studies)、同時性設計(parallel studies)、同等地位設計(equivalent status designs)、典範優勢設計(dominant-less dominant studies)及多階層取向設計(design with multilevel use of approaches)等。後者則更重視以多元典範的觀點，在研究的不同階段，以質、量交替的方式，探索現象的本質。本文中，以Patton(1990)的模式為例，提出四種不同的混合模式研究以供參考。最後，建議當前的教育研究典範應正視混合方法論在探討教育現象上的優勢，多運用在教學及實際的研究場域中，以提昇研究結果的可信度。而混合方法論本身的所涉及的定義與方法，也必須經過進一步的釐清與整合，方能成為下一個世代的趨勢典範。

Paradigms may be defined as the worldviews or belief systems that guide researchers. During the 1960-1990s, paradigm debates occurred due to the difference of logic, ontology and epistemology. The abbreviations QUANs and QUALs were for those preferring different point of views (quantitative or qualitative). And the paradigm wars between them were ended by the emergence of mixed methodology which was adopted by the “Pacificts” who attempted to make peace between the two major paradigmatic positions. Five “Mixed method studies” and four “Mixed model studies” are introduced to illustrate the applications of mixed methodology. Mixed method and mixed model studies are often more efficient in answering research questions than either the QUAN or the QUAL approach alone, and should be prompted in educational research. Finally, some suggestions are issued, including the inconsistency in basic definitions and the choice of bilingual or common nomenclature, to make the mixed methodology to be the research paradigm of future.