教育实践者的研究逻辑及教育学贡献--基于10位中小学教师自传的考察  

Research Logic of Educational Practitioners and Their Pedagogical Contributions:--Based on the Investigation of 10 Primary and Secondary School Teachers’Autobiographies

作　　者：程豪 CHENG Hao(School of Education,Central China Normal University,Wuhan Hubei,430079)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《现代基础教育研究》2023年第4期125-131,共7页Research on Modern Basic Education

基　　金：江西省社会科学“十四五”(2021年)基金项目“乡村振兴战略背景下乡村校长专业发展研究”(项目编号:21JY52)的研究成果。

摘　　要：实践者本应与理论者共筑教育研究的主体。然而,社会分工等造成实践者在教育研究中失语。文章以10位拥有丰富研究经验的实践者为研究对象,采用自传法探究他们开展教育研究的心路历程。教育实践者的研究逻辑包括三个螺旋上升的阶段,分别是“在迷茫中萌生研究欲望”“在行动中表达研究过程”以及“在激活中拓展研究空间”。从教育学立场来看,此逻辑彰显实践者对于研究者身份的自觉,重塑实践者与理论者的共存共生关系,建立实践和理论的深度对话,打开了教育研究成果迈向多元诠释的格局。Practitioners are supposed to constitute the major part of educational researchers together with theoreticians.How-ever,the social division of labor has caused practitioners to lose their voices in educational research.This study treated ten practi-tioners with extensive research experience as the research subjects,and an autobiographical method was adopted to explore their experiences in conducting educational research.The research logic of the educational practitioners consisted of three spiraling stages,including“developing a desire for research in confusion”,“expressing the research process in action”,and“expanding the research scope in activation”.From the standpoint of pedagogy,this logic manifests the identity awareness of practitioners as researchers,reshapes the coexistence and symbiosis between practitioners and theorists,establishes a deep dialogue between practice and theory,and opens up the pattern of education research moving towards multiple interpretations.

关 键 词：教育实践者 教育研究逻辑 教育理论者 教育学科 教师发展 

分 类 号：G635.1[文化科学—教育学]