| 从“叙事探究”到“叙事行动研究” |
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| 作者姓名： | 陈向明 |
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| 作者单位： | 北京大学教育学院 |
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| 基金项目： | 北京大学基础教育研究中心于越教育发展基金2020年度教育研究重点课题“教师跨界学习机制研究”(课题编号:JCJYYJ201901)研究成果 |
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| 摘 要： | 本专题除了对主题的介绍性论文,还收录了三篇一线教师的叙事,均来自北京教科院德育中心举办的、为期一年的第三期教育行动研究工作坊中的叙事行动研究班。作为指导教师,笔者目睹了一大批教师在做叙事行动研究中的专业成长,这三篇文章就是其中的代表。本文意在介绍为什么将叙事探究转换为叙事行动研究,这两种路径有什么区别,教师们在叙事行动研究中获得了什么成长以及这种成长的发生需要什么条件。通过分析教师的参与过程和研究结果发现,相比叙事探究,叙事行动研究在教师公开发声、改变心智模式的基础之上,还需要触及学校场域中人们惯习的改变,其风险和挑战更大。通过本次工作坊的初步尝试,教师对叙事主题的认识更加准确,对主题的反思更加深刻,减少了自己的自责和内疚感,而且能够采取行动改变现状。促使教师如此成长的条件包括教师敢于暴露自己的"顽症",创设安全、开放的学习氛围,及时分享相关理论,形成相互支持的学习共同体以及获得学校的理解和支持。教育行政部门和教育研究者应关注教师的专业成长,为诸如叙事行动研究之类的教师专业发展活动提供更加有力的支持。
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| 关 键 词： | 叙事探究 叙事行动研究 教育叙事 教师叙事 教师专业成长 |
From"Narrative Inquiry"to"Narrative Action Research" |
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| Authors: | CHEN Xiangming |
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| Institution: | (Peking University,Bejjing 100871,China) |
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| Abstract: | In addition to the introductory thesis on the topic, this column also includes three narratives of teachers, all of which are from the narrative action research class of the third one-year educational action research workshop held by the moral education center of Beijing Academy of Educational Sciences. As an instructor, I have witnessed the professional growth of a large number of teachers in narrative action research, and the three articles are representative of them. This paper aims to introduce why we transform narrative inquiry into narrative action research, what are the differences between the two approaches, what growth teachers have achieved in narrative action research, and what conditions are needed for this kind of growth. Through the analysis of teachers’ participation process and research results, it is found that, compared with narrative inquiry, narrative action research needs to touch the change of people’s habits in school on the basis of teachers’ public voice and change of mental model, which has greater risks and challenges. Through the preliminary attempt of this workshop, teachers have more accurate understanding of the narrative theme, more profound reflection on the theme, less self blame and guilt, and can take action to change the status quo. The conditions for teachers to grow up like this include: Teachers dare to expose their "persistent ailment", create a safe and open learning atmosphere, share relevant theories in time, form a mutually supportive learning community, and obtain the understanding and support of the school. The educational administration and educational researchers should pay more attention to teachers’ professional development and provide more powerful support for teachers’ professional development activities such as narrative action research. |
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| Keywords: | narrative inquiry narrative action research educational narrative teacher narrative teacher professional growth |
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