教育中的“故事”与“经验”:康奈利和克兰迪宁教育叙事探究方法论发展四十年  

“Story”and“Experience”in Education:The Development of F.M.Connelly and D.J.Clandinin's Educational Narrative Inquiry in the Past 40 Years

作　　者：王丽 王彦[1] WANG Li;WANG Yan(Faculty of Education,Guangxi Normal University,Guilin,541004,China;College of Foreign Studies,Guangxi Normal University,Guilin,541004,China)

机构地区：[1]广西师范大学教育学部,桂林541004 [2]广西师范大学外国语学院,桂林541004

出　　处：《全球教育展望》2025年第3期64-76,共13页Global Education

基　　金：2023年度国家社会科学基金教育学重大项目“中国教育现代化的理论建构和实践探索研究”(VAA230006)的阶段性研究成果。

摘　　要：加拿大学者康奈利和克兰迪宁于20世纪80年代提出的教育叙事探究方法论,引领了教师教育研究中的叙事转向,在全球教育研究领域产生了广泛影响。康奈利和克兰迪宁对教育叙事探究的运用始于课堂教学实践的故事与经验研究,以经验本体论为基础构建了“三维探究空间”,并在实践反思中提升教育叙事探究方法论体系。从其发展历程来看,教育叙事探究方法论经历了早期探索、概念化和反思提升三个阶段。通过梳理和反思教育叙事探究方法论发展历程,可以进一步澄清教育叙事探究方法论在促进教师自我研究及教育理论与实践融合等方面的价值,阐明运用该方法论的风险,为深化我国教育叙事探究提供启示。The proposal of narrative inquiry in education by the Canadian scholars F.M.Connelly and D.J.Clandinin in the 1980s ushered the narrative turn in teacher education,which has exerted great influence in the field of educational research across the globe.With the application of narrative inquiry to the studies of stories and teachers'experience in classroom teaching at its outset,the two scholars constructed the“three-dimensional space”in narrative inquiry,which later evolved into the methodology of educational narrative inquiry.The development of narrative inquiry methodology has undergone three stages:exploration,conceptualization and reflection and distillation.By examining and reflecting on its development,as well as crystallizing its core elements and methods,its value in promoting teachers'self-study and the integration of theory and practice is better clarified,and the risk of its application in educational research is illustrated,thus providing enlightenment for deepening educational narrative inquiry in China.

关 键 词：迈克尔·康奈利 简·克兰迪宁 教育叙事探究 故事 经验 

分 类 号：G40-03[文化科学—教育学原理]