口述史在教育研究中的应用与反思  

The Application and Reflection of Oral History in Educational Research

作　　者：崔照笛 张璐瑶 姜思羽 胡艳[1] CUI Zhaodi;ZHANG Luyao;JIANG Siyu;HU Yan

机构地区：[1]北京师范大学教师教育研究中心,北京100875

出　　处：《高教发展与评估》2024年第4期30-42,I0003,I0004,共15页Higher Education Development and Evaluation

基　　金：国家社科基金(教育学)一般项目“我国当代中小学教学名师成长的本土路径与机制研究”(BHA220118)。

摘　　要：口述史作为一项重要的人文社会科学研究方法,在教育研究中的应用日益受到重视。对2000至2022年间社会科学引文索引(SSCI)数据库和中国知网核心期刊数据库中,以口述史为研究方法的教育研究进行系统性文献综述,分析相关研究的主题分布及口述史方法的应用路径,发现:以口述史方法开展的教育研究主要包括“学校教育”和“学校教育中的人”两类主题,前者着力探究学校场所中的教育政策实施、学校的历史与文化、学校内的课程与教学三部分内容,后者聚焦学校领导与精英教师、普通教师、学生、家长及社区成员四类参与者的教育生活经验、观念或实践行动。作为方法的口述史在教育研究中有三种应用路径,分别是史料互证,补充、修正教育史;重构历史,构建个人经验与教育环境的交叉叙事;创造历史记录,凸显个体生命价值和意义。As an important research method in humanities and social sciences,oral history has been paid much attention in educational research.Aiming to explore the research status of oral history in educational re⁃search,this study did a systematic literature review on education research using oral history as research method,based on articles published in the Social Science Citation Index(SSCI)database and the core journal database of CNKI between 2000 and 2022.It is found that oral history has been widely used in education research,main⁃ly focusing on two categories,school education and participants in school education.The former includes three themes,namely the implementation of educational policies in school situation,the history and culture of schools,and the curriculum and teaching method at school;the latter includes four themes of school leaders and elite teachers,ordinary teachers,students,parents and community members.Oral history as a method in educational research has three different application paths:mutual evidence of historical materials,reconstruction of history,and creation of historical records.

关 键 词：教育研究 口述史 教育口述史 学校教育 教育政策 

分 类 号：G644[文化科学—高等教育学]