教师跨界学习机制下的叙事转译——基于扎根理论的研究

Reinterpreting Stories of Narrative Inquiry under Boundary-crossing Learning Mechanisms——A Grounded Theory Research

教育叙事探究在我国呈现出缺少本土化改造和在实际研究中可操作性不强的问题。本研究在跨界学习机制下,运用扎根理论的方法探究了一个工作坊案例中高校学者与幼儿园和中小学教师对叙事探究中三类故事概念的本土化转译过程。其结果为转译三类故事为故事中的伪装部分、隐秘部分、神圣部分;转译神圣故事以澄清其负面意义;转译三类故事的关系以进行叙事探究。产生这些转译的跨界学习机制包括:意义协商,合作双方认同边界差异并妥协理论执着;视角再造,一线教师在高校学者的帮助下反思个体经历并转译叙事故事;实践重构,转译过程成为一个杂糅性过程,以生成一条揭开伪装故事、曝露隐秘故事、捍卫神圣故事探究路径。对高校学者来说,跨界学习也是重构教师叙事探究原始理论的过程,其中的三类机制分别对应了妥协理论执着、再造理论视角和构建杂糅理论的重构要素。

Educational narrative inquiry in China presents some issues in terms of lacking of localized transformation and operability in research.This study employs grounded theory to explore the localization translation process of three types of stories by university researchers and school teachers in a workshop under the boundary crossing learning mechanism.The results include that three types of stories are reinterring these types into three kinds of parts in a story,interpreting sacred stories to clarify their negative meanings;interpreting the relationship between the three types of stories for narrative inquiry.The boundary crossing learning mechanisms include negotiation which means two groups recognize boundary differences and compromise of theoretical persistence;perspective reforming which is about the trainee teachers reflect on the individual experience and interpret the narrative story with the help of the college teachers;and practice reconstruction in which the interpretation process becomes a hybrid process and produces the path of inquiry.The interpretation process has gone through three stages of boundary crossing,boundary crossing learning,and practice reconstruction,among which the narrative inquiry path formed under the boundary crossing learning mechanism of teachers is a process to uncover the cover story,expose the secret story and defend the sacred story.Meanwhile,for the other subject-university scholars,the crossover learning is also the reconstruction mechanism of the original theory of narrative exploration of teachers.The three mechanisms correspond to the theoretical reconstruction elements of compromising theory persistence,reconstructing theory perspective and constructing hybrid theory respectively.