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1.
叙事探究是实现教师专业发展的有效方式之一。叙事探究有助于教师深化认识教学经验的意义,有助于其反思能力的提高,有助于其个人实践知识的形成,从而促进其专业发展。然而,叙事探究在事件发展过程中,不可避免地有某些局限性,所叙故事缺乏一定的真实性和理论基础,缺乏叙述者的深刻思考与反思,对＂教师成为研究者＂存在争议,这些都是教师专业发展中亟待解决的问题。 相似文献
2.
叙事探究是实现教师专业发展的有效方式之一。叙事探究有助于教师深化认识教学经验的意义,有助于其反思能力的提高,有助于其个人实践知识的形成,从而促进其专业发展。然而,叙事探究在事件发展过程中,不可避免地有某些局限性,所叙故事缺乏一定的真实性和理论基础,缺乏叙述者的深刻思考与反思,对"教师成为研究者"存在争议,这些都是教师专业发展中亟待解决的问题。 相似文献
3.
Mark Taylor 《Irish Educational Studies》2018,37(2):227-241
Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. ‘Narrative Inquiry: Multiple Lenses, Approaches, Voices.’ In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 651–679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. ‘Places of Practice: Learning to Think Narratively.’ Narrative Works 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories – ‘Threshold Concepts’ and ‘Communities of Practice’ – shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements. 相似文献
4.
Jacqueline O' Toole 《Irish Educational Studies》2018,37(2):175-189
With the ‘narrative turn’, a momentum gathered in the wider social sciences that asserted that listening to, asking for, gathering and analysing stories provided a new impetus to researching human behaviour. The argument evolved: people are storied beings and to generate a more in-depth understanding of people and their experiences, researchers need to begin with their stories. But the stories people tell are also deeply embedded in narrative frameworks and narrative environments that make up what I conceptualise as institutional storytelling. Arguably, institutional storytelling has a profound impact on the stories people can and do tell. Narrative inquiry has much to offer to the analysis of institutional and personal narratives. In this article, I will address the question of the relevance of narrative inquiry to gather and analyse the stories that people and institutions tell. Drawn from an empirical sociological study of women’s narratives of their weight management experiences in the context of their participation in weight management classes, I present a case for narrative ethnography as a critical methodological strategy to analyse the complex relationship between institutional and personal narratives. 相似文献
5.
Grace O' Grady 《Irish Educational Studies》2018,37(2):255-274
Located in a larger study that attempted to challenge taken-for-granted or homogenizing assumptions about constructions of adolescent identity and to interrogate radically the process of qualitative research in this field [O’ Grady, G. (2012). “Constructing Identities with Young People using Creative Rhizomatic Narrative.” PhD Thesis. Queen’s University Belfast], the paper picks up the narrative of the research journey at a moment of meeting with Kim Etherington, Professor of Narrative Research at the University of Bristol. It opens with the conversation that ensued and my introduction to the figure of the rhizome [Deleuze, G., and F. Guattari. ([1987] 2004). A thousand plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. London: Continuum, 8) which, alongside other poststructuralist ideas, I subsequently used to conceptualize and frame the inquiry. In grappling with the questions posed in our conversation, I hope to make visible three interweaving themes in this paper: My difficulties initially in ‘inhabiting’ the philosophical positions I took up in this creative narrative inquiry; my growing commitment to a form of narrative inquiry that challenges inherited dominant understandings of subjectivity and research methodologies and finally, my encounters with ‘otherness’ in the construction of self/other as a thematic thread that interwove all the narratives of the young people in the larger study. 相似文献
6.
卢粉艳 《渭南师范学院学报》2006,21(6):65-67
教育叙事是指研究者(多数情况下是参与行动研究的教师本人)采用“讲故事”的方式“叙述”自己的教育故事,实质是“反思”自己的教育。教育叙事是通过教育生活经验的叙述促进人们对于教育及其意义的理解,教育叙事探究的本质在于寻找一种合适地呈现和揭示生活经验乃至穿透经验的话语方式或理论方式,教育叙事的特点为叙述性和反思性。教育叙事对于改善教师职业生存,促进教师专业成长有重要作用。 相似文献
7.
课程叙事研究是研究者以讲故事的形式述说自己或别人经历过的课程事件并诠释其中的意义。它关注真实、复杂课程情境中的特定问题,重视课程事件的丰富性、形象性、复杂性和多样性,因此以质的研究为方法论。课程叙事研究所揭示的意义是研究者通过对自己的课程生活实践仔细的审视、分析而得出的,审视和分析的过程即反思的过程。 相似文献
8.
教育叙事研究:是什么与怎么做 总被引：1，自引：0，他引：1
叙事研究是质的研究的一种形式。关注教育叙事研究的意义在于:它提醒研究者面向实事本身或从实事本身中寻找内在的"结构",而不过多地用外在的框架有意无意地歪曲实事或滥用实事。教育叙事研究既可以显示为真实的叙事,也可以显示为虚构的叙事;教育叙事研究既可以叙述故事,不对故事做评论或解释,也可以对自己讲述的或他人讲述的故事进行再评论和解释。叙事研究无论采用历史研究的方式,还是采用调查研究的方式,其基本路径都是收集资料—解释资料—形成扎根理论,其重点是分析资料并形成扎根理论。 相似文献
9.
《Teaching and Teacher Education》1995,11(2):119-135
In this paper I explore an alternative to the dominant authority of positivism in teacher education research and curricula through the conceptualization of narrative authority. Narrative authority is rooted in the personal practical knowledge of teacher education students, university teachers and classroom teachers as they interact within the contexts of teacher education. I begin by describing Dewey's conception of experience as individually continuous and socially interactive. I then discuss two ways in which knowledge is constructed from experience and describe how each Ivalues a different kind of authority. 1 then focus on the educative qualities of experience and show how narrative knowledge expressed through mundane and sacred stories can become taken-for-granted or be reconstructed through experience. Next, I describe how we can think of ourselves as authoring our lives through our narrative authority. I then consider the institutional narratives of teacher education in which sacred stories of apprenticeship, technical rationalism, and inquiry are embedded. I conclude by discussing some of the implications acknowledging narrative authority has for reshaping teacher education. 相似文献
10.
This paper looks critically at a number of forms of inquiry that are now developing in the field of teacher education. Narrative methods and starving are two associated genres that have emerged forcefully in the past decade as ways of seeking to represent the lived experience of schooling. It is because of the very potential of these methodologies to bring us closer to the experience of schooling that our scrutiny should focus sharply upon both the strengths and weaknesses of these methods. To help the process of identifying the cultural place of stories and narrative, the paper seeks to link the emergence of such genres inside teacher education with broader cultural patterns within contemporary societies. In particular, the use of personal stories in the global media is examined; and as a result, a series of questions is asked and issues are raised. Finally, some conclusions regarding the role of stories and narrative in educational research are provided. Here, some antidotes to the absence of historical and theoretical context are developed. 相似文献
11.
薛雯 《安徽教育学院学报》2011,29(1)
叙事的戏剧化是指在叙事活动中借用戏剧的元素、形式与力量来达到叙事目的。张爱玲的叙事戏剧化表现在运用戏剧元素强化叙事效果,通过戏剧与人生的关联性揭示人生本质,从而将作品象征化,创造人生如戏、戏如人生的叙事效果,在揭示人的存在的被动性时,具有存在主义的某些思想色彩。 相似文献
12.
以浙江省富阳市东坞山村文化研究报告为例,说明叙述的情节化及情节化在文化研究中的作用。情节化作为一种文本写作手法,能留给读者解读和思考的空间。 相似文献
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14.
薛雯 《合肥师范学院学报》2011,(1):11-15
叙事的戏剧化是指在叙事活动中借用戏剧的元素、形式与力量来达到叙事目的。张爱玲的叙事戏剧化表现在运用戏剧元素强化叙事效果,通过戏剧与人生的关联性揭示人生本质,从而将作品象征化,创造人生如戏、戏如人生的叙事效果,在揭示人的存在的被动性时,具有存在主义的某些思想色彩。 相似文献
15.
朱娟辉 《衡阳师范学院学报》2014,(5):128-131
"叙事教学法"是语言教学的一种新思路,其核心是以"故事"的形式对教学内容进行叙述,即以"叙事"风格组织教学。在大学英语词汇教学中合理运用"叙事教学法",令学生在可能世界或真实语境中学习词汇、在交际中运用词汇,以促进大学英语词汇教学目的的有效实现。 相似文献
16.
Anny Castilla-Earls Douglas Petersen Trina Spencer Krista Hammer 《Early education and development》2013,24(8):1166-1186
Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate that 3-year-old SS children produced stories containing characters and actions. Four-year-old SS children’s stories were characterized by the use of characters, actions, and internal responses. Five-year-old SS children retold stories containing characters, settings, initiating events, actions, internal responses, formulaic markers, temporal markers, and knowledge of dialogue. Practice: Developmental information to assist educators working with SS children. 相似文献
17.
叙事结构中的叙事成分与非叙事成分特征及其教学意义 总被引：1，自引：0，他引：1
俞洪亮 《扬州大学学报(高教研究版)》2005,9(6):82-85
叙事话语的典型特征是叙事成分所包含的有序事件,但非叙事成分对构建叙事话语有其独特的作用。描写叙事成分和非叙事话语成分之间的区别性特征不仅有助于了解叙事话语的本质,而且对评价二语学习者相关的话语能力和设计教学任务具有现实意义。 相似文献
18.
Jie Yu 《International journal of qualitative studies in education》2013,26(5):682-699
In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion. 相似文献
19.
郭国旗 《海南师范大学学报(社会科学版)》2013,(12):66-70
作者隐退是现代小说家的一种叙事策略和手段,它是小说家在创作过程中通过减少叙述者干预来隐藏自己的作家身份。叙述者干预又被称作“小说中的作者声音”,是叙述者对人物、事件,甚至文本本身进行评论的方式。亨利·詹姆斯的小说叙述总是努力消弭“作者声音”,尤其是不把自己的思想和意志强加给人物和读者。这种叙述始终以人物为书写对象,以读者共建叙事为归旨,体现出浓厚的利他性人文关怀,具有很强的伦理修辞性。 相似文献
20.
谌启标 《沙洋师范高等专科学校学报》2005,6(3):67-69
叙事是人们感受生活和经验，徜徉于故事的方式。生活世界中的叙事研究由来已久。学校教育叙事研究对于教师专业成长具有重要的意义。教师叙事研究的实践主要体现在三个层面：课堂现场叙事，教师成为倾听；教师自我叙事，教师成为反思；教师合作叙事，教师作为合作。 相似文献