小学科任教师与低存在感学生共同成长的叙事探究

A Narrative Research on the Common Growth of Primary School Teachers and Students with Low Sense of Existence

一名年轻的科任教师面对一名低存在感的学生,在没有理解问题本质之前,随着学生表现的反复,教师跟着欢喜跟着忧,心中不禁产生了疑惑。为了一探究竟,教师利用教育叙事探究的研究方法,在复杂环境中理清故事脉络、找出问题症结,从而了解学生的真正需求和问题所在。在理解学生的基础上帮助学生,教师的内心世界也逐渐发生了变化,随之变化的是一名科任教师对自身教育职责的重新认识以及对教育的重新理解。

Having faced with a low sense of existence student,before she understood the essence of the problem,with the repetition of the student's low performance,the subject teacher followed the joy and worry,so she could not help but have doubts in her heart.In order to find out the truth,the teacher uses educational narrative inquiry to clarify the context of the story and find out the crux of the problem in the complex environment,so as to understand the real needs and problems of the student.To help students on the basis of understanding students,the teacher has gradually changed her inner world.What follows is a subject teacher's re-understanding of her own professional duty and the essence of education.