摘要
20世纪90年代以来,以描述和分析丰富教育经验和独特生活故事为基本取向的教育叙事探究经历了一个从萌发到兴盛的发展阶段,教师叙事探究作为教育叙事探究的重要组成部分逐渐被广泛用于教师教育和课题研究中。站在教师学习的现实立场,以教师叙事探究方法考察特级教师的学习经验和现象,探索影响教师有效学习的现实因素,寻找促进教师学习的现实途径,为有效激发教师自主学习的动力与行动提供可借鉴的经验。
Since the 1990s,the educational narrative inquiry,which is based on the description and analysis of rich educational experience and unique life stories,has gone through a development stage from germination to prosperity.As an important part of educational narrative inquiry,teachers’narrative inquiry has been widely used in teacher education and research projects.From the practical standpoint of teachers’learning,this paper examines the learning experiences and phenomena of special-grade teachers with the method of teachers’narrative inquiry,explores the practical factors that affect teachers’effective learning,and finds the practical ways to promote teachers’learning,which can be used for reference to stimulate the motivation and action of teachers’self-regulated learning.
作者
李军
LI Jun(Department of Teachers’Affairs,Party Committee,Beijing Institute of Education,Beijing 100120,China)
出处
《北京教育学院学报》
2022年第4期23-28,共6页
Journal of Beijing Institute of Education
基金
北京教育学院重大课题“新时代中小学教师学习状况与策略研究”(ZD2019-02)。
关键词
特级教师
教师学习
教育叙事探究
special-grade teacher
teacher’s learning
educational narrative inquiry