中小学教师教育叙事研究:问题、性质与推进策略

On the Educational Narrative Inquiry of Primary and Middle School Teachers:Problems,Character and Propelling Strategies

学界对中小学教师教育叙事研究的性质,即事理性、指向性、基础性、透视性、研究性和发掘性还认识不足,导致理论上可为而有为的中小学教师教育叙事研究,在实践中出现虚假而少作为的现象。为了推进中小学教师教育叙事研究,需要加强叙事研究类培训,深入推行个人自叙集研究、课题组叙事研究、集体叙事厅研究、网络叙事馆研究和主题叙事年研究。

In the academic field, it is still not sufficient in the understanding of the nature of educational narrative inquiry of primary and middle school teachers, such as the character of reason, direction, basis, penetration, research and exploration, etc., which led to false and less activities in the practice of the educational narrative inquiry, which theoretically should be applicable and practical. So in order to propel the educational narrative inquiry of primary and middle school teachers, it is necessary to stress the training on the educational narrative inquiry, deeply carry out the inquiry on the narrative works of individuals, the narrative inquiry of the research group, the collective narrative hall inquiry, the internet narrative parlor inquiry and the inquiry on the theme narrative year.