Educational narrative research

下面为大家整理一篇优秀的essay代写范文- Educational narrative research，供大家参考学习，这篇论文讨论了教育叙事研究。20世纪70年代，康纳利和克莱丁宁最早把叙事作为研究方法从文学领域引入教育学领域。随着该领域研究的深入，以描述和诠释社会经验现象为特征的叙述探究在国际社会科学界和教育界兴起了一股热潮。教育叙事研究成为一种趋势，不仅出现于高校的教育理论研究中，而且还在学校的“行动研究”。教育叙事研究是一种质性的研究，明显区别于可量化的教育科学研究。

There is a view that educational narrative experiences the essence of education through stories. The author thinks that if the narrator's theoretical cultivation is not enough, insight ability is limited, or the narrative case implied or explained insufficient, its educational narrative goal will be difficult to achieve. Some scholars believe that educational narrative is a qualitative way of thinking and writing, and whether the text is fictionalized or not, whether it is commented or not, does not matter much. Some scholars believe that educational narration is an educational thought, theory and belief that reveals the practical experience and behavior of education and teaching, so as to discover the essence, law and value significance of education. Some scholars believe that educational narration reflects the advantages of analyzing and studying any kind of narrative materials contained in educational background. The sources of materials are very wide, including films, biographies, pictures, dialogues, etc., but it is not easy and time-consuming to form and sort out, and specific analysis procedures are required for sample interpretation. Therefore, it is necessary to accurately interpret the concept of educational narrative research.

"Educational narrative research" is not only a research phenomenon, but also a research method, as well as a thinking method. In view of its multifaceted nature, the basic concepts can be understood from the nature, types, characteristics and perspectives. According to connery and clattening, "narrative" refers to complex, written stories in which people constantly tell and retell their life stories, depicting the past and creating the future, to study how to make experience meaningful. Can think so, the essence of education narrative research lies in with people around you "true story" as the carrier, to education workers as the main body, and to education of education practitioners to point to a line, emphasis on the true meaning behind abundant education phenomenon, attaches great importance to the people in the study of individuality and subjectivity, objectively describe and explain the "real" life education, which is helpful to improve teaching practice and promote the professional development.

According to the different narrative content, educational narrative research can be divided into two types. The first is the collaborative study of narrate-researcher. The researcher is independent of the narrative situation, but establishes an equal and friendly "narrative team" with the narrator in advance, and then analyzes the written materials submitted or the narrative reports dictated by the person concerned, so as to obtain the interpretation of the implied meaning behind the events. The second is narrative action research. The researcher and the narrator are the same. The researcher is both the "storyteller" and the "storyteller". The method of the researcher has the characteristics of action research, which has become one of the main forms of school-based teaching research for teachers in China.

According to the main body of narration, educational narrative research can be divided into two categories. The first type is narrative education action research, which can be both the "narrator" and the "narrator" of a story, involving their own educational practice and problem-solving behavior. The second kind is the anthropological research of narrative, which mainly refers to the researcher's research object of narrative content. Although the classification of educational narrative research types is relatively consistent in academic circles at present, in practice, it is not just one method, but different types of methods, so as to achieve real educational narrative research.

As for the characteristics of educational narrative research, domestic scholars have made different degrees of overview from different perspectives, such as theoretical basis, research process and basis compared with literary narrative, but it is still confusing. It is more important to grasp the characteristics of educational narrative research from the perspective of educational narrative research method. Compared with other educational research methods, the applicable conditions and limitations of this method can be understood, laying a foundation for the correct and wide application of this method. Of course, as the overall characteristics of qualitative research, we cannot expect too much reliability, effectiveness and universality of quantitative research as normative research. After all, educational narrative research has its own characteristics, that is, the timeliness of narrative vision, the subjectivity of narrative content, the rootedness of narrative text, and the appropriateness of narrative evaluation.

Currently, educational narrative research focuses on three fields: one is the comparative research field of educational cultural tradition and value system between countries and regions. At present, most of the western and Chinese scholars in Hong Kong and Taiwan are engaged in this kind of research. Second, specific subject areas and teaching research areas, such as moral education, art education, curriculum development, etc. Third, the research field of teacher education and professional development.

The theoretical circle has not reached a consensus on who is the subject of educational narrative research. However, educational narrative research provides an educational research method for teachers. Education narrative research is different from scientific research. There is no distinction between researchers and participants. Researchers should understand participants' thoughts, behaviors and emotions as equals, and become their companions and appreciators. In the study of educational narrative, researchers are also interlocutors and listeners, focusing on the voice, theoretical framework and reflective criticism of interpretation and reading of the narrator.

However, many domestic scholars lack dialectical understanding of the relationship between the narrator and the researcher, either denying the researcher's guidance or ignoring the autonomy of the narrator. In fact, the researcher guides the narrator with the context and helps him to seek solutions from the educational ideals, beliefs, thoughts, wisdom, teaching strategies and other aspects. However, the final effect depends not only on the theoretical literacy and narrative skills of the narrator, but also on the interpretation and insight of narrative researchers.

In short, in the process of returning to the life world, educational narrative research should emphasize communication ethics, and grasp and care for people in the field of education more naturally. We should pay attention to the specific phenomenon and individual, discover the truth of education from the life world, explore the meaning and seek the rule. In this way, educational narrative research can obtain the value of existence.

Under the influence of narrative "oriented to the event itself", educational narrative research emphasizes that the more specific and "authentic" the researcher's description is, the more able to reveal the essence of the phenomenon. Authenticity is the last issue to be considered in this study, that is, the cooperation of research objects is needed again to confirm the accuracy and authenticity of narrative content. This may seem like a scientific paradigm, but connery and clattening argue that in general, likeness and fidelity are more important than reliability and validity. Ding gang, a domestic scholar, also believes that experience narration is mainly to get close to experience and practice through stories, oral statements, on-site observation, diary, interview, autobiography or biography, and even letter and document analysis. Therefore, the so-called authenticity of the narrative is only a personal "explanation" of the narrator, and there is no "absolute authenticity" to speak of. However, it should be pointed out that this personal "explanation" cannot deny the narrator's "truth-seeking" attitude. Narrators view, understand and edit stories from their own perspectives, and construct educational events subjectively according to certain themes, rather than objectively copying educational events. Perhaps, the narrator himself may have his own secret private territory that he is unwilling or unable to show to others, or he may process the events, leading to the distortion of the narrative. Of course, no matter how hard narrative researchers think they try to express the truth at that time, the truth always has a strong personal cultural color of the researcher. More importantly, the presentation of the research process actually means the "openness" of the research results, because the grass-roots nature of educational narrative research determines its non-universal characteristics.

Therefore, the fiction of educational narrative is not only possible, but also exists in fact. Rousseau's Emile is a good example. It is a rational interpretation of Rousseau's own experience as a tutor. The key reason is that the fictional works themselves come from life and are higher than life. Therefore, the authenticity and objectivity of educational narrative research cannot be tested. It is indeed impossible and unnecessary to examine whether the teacher's personal narrative conforms to the original appearance of objective events. The real significance lies in the revealing value of narrative text itself.

Educational narrative research is suitable for different educational research fields and different research groups. First, participation is extensive. Based on the experiences and feelings of ordinary teachers, students and parents, the study of educational narrative opens up another meaningful way for Chinese educational research. The second is easy to operate. Narrative research has the characteristics of micro, education narrative belongs to micro narrative, suitable for "deep description", easy to learn and easy to write. Third, the effect is rapid. The subject and object of educational narrative research are often the same or interlinked. Fourth, the influence is extensive. Text purport congenial, easy to accept. It can be seen that the significance of education narrative lies in promoting the development of teachers and students, who are the subject of education, expecting to inspire both sides by inspiring resonance. In this way, the subjectively constructed educational narrative can get rid of the entanglement of the reliability and validity test of scientific research.

It is the narrative text that can arouse the readers' resonance, and the narrator should not be stuck in the factual evaluation of the narrative process. We cannot and should not judge whether narrative text is true or not, but should come to the conclusion of evaluating ourselves and others. Educational narrative research is a process of multi-dimensional analysis and evaluation from the aspects of the object of educational research, the nature of the object and the purpose of the researcher. Without such a relational perspective, the evaluation and application of educational narrative research are necessarily one-sided and should fall into the pattern of research mode supremacy. However, narrative research and scientific research can go hand in hand and reinforce each other. Relevance is the only criterion to judge whether the research paradigm is qualitative or quantitative.

Although educational narrative research is not necessarily scientific according to the design of a certain educational theory due to the numerous and scattered daily educational experience and operation forms, its value lies in the effect of the story itself. In this paper, several basic concepts of education narrative research to clarify, as well as the relationship between subject and object of the research, the text positioning and evaluation of the authenticity and confusion, helps the harmonious teaching, learners can not only fully understand the narrator's interpretation, and can be integrated into the narrator's cultural artistic conception and the life world, to achieve the communication with the world and to unwind. Of education narrative research in China after more than ten years of tortuous development, has made a lot of research results, brings together the different points of view and theories, growing debates and reflection, that will enable the education narrative research to constant innovation and development, will attract more and more researchers and teachers with international counterparts through education narrative to exchange, share experience and common development.

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