被打断的教育与自我唤醒的学习--陈向明教授叙事行动研究访谈录

An Interrupted Teaching and Self-Awakening Learning——An Interview with Professor Chen Xiangming on Narrative Action Research

在陈向明教授带领团队进行教育叙事行动研究的过程中,新冠肺炎疫情爆发。突如其来的教学危机激发了整个教学团队的能动性和创造性,促成跨界学习共同体和多层面教学互动方式的形成。疫情作为非人类因素参与了整个教学情境乃至研究结果的建构。由于整个学习共同体的积极回应,疫情不再被认为是沟通的障碍,反而成为改变的刺激因素。通过一年的探索,很多学员产生了“顿悟式学习”,写出了生动的教育叙事,实现了实践性知识的积累、心智模式的改变和心灵层面的成长,但是也有一些学员深陷经验的疆界无法实现突破,这凸显了教师叙事过程中理论重构和再行动的重要性。跨界学习让理论和实践不断对话,并促使双方从沉睡状态转向唤醒状态,引发了真正的学习。在整个过程中,教员主要起到了唤醒者、陪伴者、欣赏者的角色,实施的是一种“有所不知”“有所不教”“有所不为”的“弱教育”。

During the narrative action research carried out by Professor Chen Xiangming’s team,the Novel Coronavirus Pneumonia broke out.The sudden crisis aroused the creativity of the whole teaching team,and contributed to the formation of cross-border learning community and multi-level teaching interaction.The epidemic was involved as a non-human factor in the construction of the whole teaching situation and even the research results.Due to the positive response of the whole learning community,the epidemic was no longer regarded as an obstacle to communication,but as a stimulating factor for change.Through one year’s exploration,many students have produced the epiphanic learning,and most of them finally wrote a vivid educational narratives,realizing the accumulation of practical knowledge,the change of mindset and the growth of heart.However,some students were deeply trapped in the boundary of experience and could not achieve a breakthrough,which highlights the importance of theoretical reconstruction and taking action in the narrative action research.Cross border learning enabled continuous dialogue between theory and practice,which promoted both sides to change from a sleeping state to a waking state and hence to create the authentic learning.In the whole process,teachers mainly played roles of awakener,companion and admirer,and implemented a kind of weak education with knowing nothing,teaching nothing and doing nothing.