教育叙事研究——关于故事和生活经历的研究法

Educational Narrative Inquiry:A Methodology for Stories and Lived Experiences

叙事研究由于其对个人生活经历的关注而被广泛应用于各类学科领域,教育叙事研究作为一种系统的研究方法旨在理解和阐释个人的教育生活经历。本文运用文献分析法,从理论上探讨了教育叙事研究的发展及其应用,论述了其基本原理和主要特征,并思考了教育叙事研究存在的问题。教育叙事研究建立在建构主义和解释主义的认识论基础上,将个人经历与具体的时间、地点和社会关系相联系。加拿大学者Clandinin和Connelly将这一理论观念总结并提出了三维叙事研究空间理论。教育叙事研究注重研究者的个人定位及其与参与者的关系。研究者可以通过分析叙事或叙事构建的方法对数据进行分析,并运用已确立的理论框架解读故事。教育叙事研究的评价标准、对故事的检视和研究主体的确定是一些值得深入思考的问题。

Narrative inquiry has been widely applied in various disciplines for its focusing on people＇s lived experiences. Educational narrative inquiry as a methodology aims to understand and to interpret individuals＇ lived experiences in education. This literature review discusses the development and application of educational narrative inquiry, articulates its rationale and characteristics, and refl ects on related issues. Building on constructivism and interpretationism, educational narrative inquiry connects lived experiences with specifi c time, space, and social relations. Educational narrative inquiry highlights researcher positionality and the relationship between researcher and participant. Through analysis of narratives or narrative construction, as well as the established theoretical framework, researcher can understand and interpret stories and narratives. Some issues remain such as the standards of evaluation, the review on stories, and the subject of narrative research.