摘要
教育叙事作为一种研究方法,近年来不仅受到国内外学者的广泛关注,而且也正在成为一线教师开展校本教研、谋求专业提升的热衷选择。本文在理论层面归纳、剖析了当前教师开展的叙事研究中存在的误区,并有针对性地提出了改进建议。旨在为教师规范地运用这种方法,提高校本行动研究的实效性提供一点启示。
In recent years, not only theoretical researchers both at home and abroad but also teachers pay more and more attention to educational narration, which is as a research method. This article summarizes several mistakes in teacher’s narrative research and puts forward optimizing suggestions against the reasons. The article aims to use this method correctly for teachers and improve the effectiveness of school action research through theoretical analysis.
出处
《教育发展研究》
CSSCI
北大核心
2010年第12期77-81,共5页
Research in Educational Development
基金
2009年教育部人文社会科学青年基金项目“新课程下德性教学的理论深化与创新机制研究”(09YJC880048)
辽宁省社科联2008年度课题“辽宁省中小学教师开展教育叙事校本研修的现状及推进策略研究”(2008lslktjyx-13)系列成果之一
关键词
教育叙事
教师叙事
educational narration
teacher＇s narration
