摘要
与当前比较流行的教育叙事概念不同,从比较宏观的角度诠释了校本教育叙事涉及范围,所包括的内容,进而阐述其意义。校本教育叙事无处不在,有教育就有叙事,是教育过程中所有涉及教学环境与活动、氛围、精神、人物风貌、制度、实物和事件等,或者说校本文化各单个组成分个体、层次或集体的叙述与呈现,其具有概括性和普遍性。为了更好地满足校本教育叙事研究,使之能够接"地气",实现其研究作用、目的和意义,也为了适应教育现实的需要,在此比较粗略地提出了校本教育叙事的四种形式与表达:校本文化建设与养成、教育理念、教育环境、教与学,这体现了校本教育叙事的整体性、团体性和个体性,为教育叙事研究的具体、多样性开拓更宽的平台。
Quite different from the general understanding of school-based education narrative, a comparatively macro interpretation of its range and contents and its significance are proposed in this paper. Existing everywhere, school-based education narrative presents a whole process of education including its spirit, environment, atmosphere, activity, personnel feature, institution, material objects and events involved. Or all the elements are narrated individually, hierarchically and collectively. Then, by practical education narrative research and reality, four forms and expressions are put forward. They are campus cultural nurturance and development, education idea and objective, educational environment and teaching and learning, which display the integrity, collectivity and individuality of the narrative. In turn, it is supposed to make research on the narrative more concretely and diversely.
出处
《四川理工学院学报（社会科学版）》
2014年第6期80-87,共8页
Journal of Sichuan University of Science & Engineering(Social Sciences Edition)
基金
教育部重点社科研究基地项目(ZGWYJYJJ2014A95)
关键词
教育叙事
校本文化
教育理念和目标
教育环境
教与学
school-based education narrative
campus culture
education idea and objective
educational environment
teaching and learning
