| 教育叙事研究的兴起、推广及争辩 |
| |
| 引用本文： | 王枬.教育叙事研究的兴起、推广及争辩[J].教育研究,2006(10). |
| |
| 作者姓名： | 王枬 |
| |
| 作者单位： | 广西师范大学教育科学学院 |
| |
| 摘 要： | 20世纪80年代以来,叙事研究逐渐成为教育研究中的一个重要学术话语,并在研究方法层面得到了进一步的推崇和运用。90年代,教育叙事研究在我国兴起并得以较大的推广。教育叙事研究的适用范围有一定的限度,适用于人文领域而不能运用于一切领域;教育叙事不等同于教育叙事研究,经验的表达方式也不能代替理论的表达方式;教育叙事研究必须加强自身方法的建设和学术规范的训练。唯其如此,教育叙事研究才能真正发挥其意义诠释的独特作用。
|
| 关 键 词： | 教育叙事 教育叙事研究 研究范式 |
The Rising, Popularization and Argument of Educational Narrative Research |
| |
| Wang Nan.The Rising, Popularization and Argument of Educational Narrative Research[J].Educational Research,2006(10). |
| |
| Authors: | Wang Nan |
| |
| Abstract: | Narriative research has gradually become an important academic terminology in educational research since 1980s, and it has been highly appraised and applied in the level of research method. In the 1990s, educational narrative research rose with great popularization in China. The applicable scope of educational narrative research has certain limitation which is suitable for humane fields but not applicable for all fields. Educational narration is not equal to educational narrative research. The experiential expression style can not replace the theoretical expression style. Educational narrative research must strengthen its construction of method and the training of academic standard through which can educational narrative research only give full play to its unique role of meaning interpretation. |
| |
| Keywords: | educational narration educational narrative research research paradigm |
| 本文献已被 CNKI 等数据库收录！ |
|
