教育叙事研究的方法论清理与批判  

A Review and Critique of Narrative Approaches to Educational Research

作　　者：薛晓阳 

机构地区：[1]扬州大学教科院

出　　处：《现代大学教育》2012年第6期65-70,113,共6页Modern University Education

基　　金：教育部2010年人文社科基金项目"知识转型与教育学知识的实践转向";项目编号:10yjc880103

摘　　要：科学的标准已经不能作为判断叙事的唯一标准,人文研究的立场正成为评价教育叙事的新的尺度。教育研究不仅要揭示客观知识,更需要提供对教育的看法、态度和立场。叙事研究正在为真理的客观性提供另一种表达方式,将教育的故事经验变成可以分享的主观想象,将寻找教育的规律变成教育的意义诠释,将叙事的结果从研究的终点变成进一步反思的起点。因此,教育叙事研究不仅是一种教育研究,而且同时也应当是一种科学的教育研究。它既有规范性研究的可能性,又有规范性研究的标准性,同时还有规范性研究的结构性。Nowadays,scientific objectivity could no longer be the only yardstick for evaluating educational research;on the contrary,stance-taking,which is common in humanities research,has been recognized as a new criterion here.Educational research aims not only to obtain objective knowledge,but also present the researcher’ s views and stance on education.As an alternative representation of so-called objective truth,educational narrative is not to develop general education theories,but present a specific interpretation of certain educational experience,not just draw a final conclusion but reveal another starting point for further reflections.To sum up,educational narrative is not only a kind of educational research but also scientific research with prescriptive implications.

关 键 词：教育叙事 叙事研究 研究方法 

分 类 号：G640[文化科学—高等教育学]