关于“教师讲故事”的方法论思考——通向教师生活世界之路追索  

On the Methodology of Teachers' Story-telling:Probe into the Road to Teacher's Life World

作　　者：王洪才[1] 

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《教育学报》2010年第1期30-36,共7页Journal of Educational Studies

基　　金：教育部人文社会科学重点研究基地重大项目"高等教育大众化与终身教育体系建构"(基金号为:05JJD880068)成果之一;教育部新世纪优秀人才计划;厦门大学新世纪优秀人才计划支持

摘　　要："教师讲故事"乃教育叙事研究之重要形式,它为教育研究提供了非常鲜活的素材。但"教师讲故事"却面临不少方法论困厄,如对教师该讲什么故事、如何讲故事和讲故事的效果究竟如何等基本问题尚未形成确定认识,从而使教师讲故事的合法性受到质疑,为此就需要从影响教师讲故事的现实因素出发来探明教师讲故事的基本机理,从而为教育叙事研究的方法论提升找到出路。Teachers＇ story-telling has become an important way to do narrative research,because it can provide vivid materials for education studies.But teachers＇ story-telling meets a series of problems on methodology.We have not got a good understanding on many basic issues,for example,we are not sure what the teachers should tell,how to tell,and how the effects of the story-telling are,which have negative effects on the validity of teachers＇ story telling.Therefore,we should start from the practical factors that have impact on teachers＇ story telling to find out its basic mechanism,so that we can find a way to improve the methodology of educational narrative research.

关 键 词：教师 讲故事 方法论 

分 类 号：G451[文化科学—教育学]