行动研究与课程改革--加拿大阿尔伯塔大学泰瑞斯·卡森教授访谈录

Action Research and Curriculum Reform——Interview with Professor Terrance Carson,University of Alberta,Canada

行动研究与课程实施关系密切,但它认为课程实施只是一种幻象,教师并非在执行课程,而在解释课程。在此过程中产生的阻抗,也绝非是教师的消极反应,而是主动的自我防御,它可作为教师学习新知识的重要跳板。行动研究历来重视实践甚于理论,在过去它对于自身的理论建树只有很少的作为,但近来许多学者都致力于将各种理论话语引入到行动研究之中,并在《教育行动研究》杂志上开辟"理论资源"专栏,使行动研究不再只是一种简单的方法论,而成为一类举足轻重的教育思潮。

Action research has intimate relationship with curriculum implementation,but it argues the latter basically as a delusion for teachers are never teaching but interpreting curriculums,in which resistance engendered is not the result of teachers＇ negative reaction but active ego-defense serving as the critical spring board for their learning new knowledge.Meanwhile,action researchers used to attach more attentions on practice than theory,but recently many of them have been informed from various theoretical discourses,and opened a special column of ＂theoretical resource＂ at the Journal of Educational Action Research,making action research per se as an undeniable educational philosophy rather than merely a method.