知彼才能知己:质性研究教学中师生的共同成长  

Knowing Oneself by Knowing the Other:Teacher and Student Growing Up Together in Teaching and Learning the Qualitative Research

作　　者：陈向明[1,2] CHEN Xiangming(Graduate School of Education,Peking University,Beijing 100871,China;School of Education,South China Normal University,Guangzhou 510631,China)

机构地区：[1]北京大学教育学院,北京100871 [2]华南师范大学教育科学学院,广东广州510631

出　　处：《现代教育论丛》2025年第1期45-52,共8页Modern Education Review

摘　　要：本文收录了作者在教授质性研究方法课程过程中所写的三篇反思笔记,重点关注学生的学习状态以及教师的回应。第一篇涉及学生在课堂活动中不愿担当自愿者,由此引发教师对师生关系的深度思考。第二篇讨论为何教师不喜欢学生在课堂上保持沉默,指出这会挑战教师的自尊,负向影响教师的自我效能感。第三篇围绕学生关于为什么不能从理论推导理论的质疑,探讨为什么教育研究不能仅靠“拍脑袋”的原因。这些反思源自教师对学生学做质性研究需求的关注,深化了教师对自身角色和作用的理解,促使教师与学生共同成长。This article consists of three reflective memos by the author while teaching a qualitative research methods course,concerning her students’needs and her responses.The first memo introduces the author’s reflection on the teacher-student relationship,prompted by students’reluctance to volunteer in class activities.The second memo discusses why teachers usually do not like student silence in class,as it challenges teacher’s esteem and self-efficacy.The third memo,regarding a student’s enquiry of why theory cannot be produced directly from theory,explores why education research cannot rely solely on speculations.All the reflections reveal the author’s concern about students’needs in learning qualitative research methods.Such reflection helps the author better understand her own role as a teacher,and commits herself to growing up together with students.

关 键 词：质性研究的教与学 师生关系 教师角色 学生需求 共同成长 

分 类 号：G642[文化科学—高等教育学]