June 20, 2005
教育叙事的理论基础1
首先需要说明的是：这里说的是教育叙事的理论，而不是教育叙事研究的理论。
一.杜威的“经验是教育的首要因素”
在西方，叙事在教育中形成系统的理论跟加拿大的F. Michael Connelly和D. J. Clandinin有关，因此，如果我们想了解教育叙事的理论基础，我们就必须研究Clandinin and Connelly。
Clandinin and Connelly在〈叙说探究——质性研究中的经验与故事〉提到了影响他们颇为深远的杜威[i]。杜威对经验的性质与经验的判断标准就是他们研究思路与行动的重要背景与起点。这样的立足点﹐从其他学者的论述上可以看到呼应﹐如Crites断言﹐经验的性质正是一种初始的叙说[ii]。简言之，经验正是Clandinin and Connelly的兴趣所在﹐而由于经验主要的性质是叙说性的﹐因而可用叙说的方式来探究经验。
逐渐走向叙事式思考的道路，部份因素是因为Clandinin and Connelly先前所受的学术训练和之后在学界所接触的研究取向令他们产生了很大的质疑与不满，在本书中他们将这些自身不想实行的取向归类为形式主义和化约主义[iv]。他们所谈论的形式主义是：以理论出发，将现场经验看成背景，将现场人物的经验视为某种形式主义式类别的范例。这样的做法使得现场工作所获致的体验转化为用来符应理论的资料[v]。而化约主义的做法是把原来在现场经验里那些具有细微差异的、诠释性的表征，化约成一个东西，一个实证的事实[vi]。这两种“处理”经验的方式都无法让读者真正贴近经验。他们认为研究者应该直接进入经验（包括研究者自身和参与研究者的经验），从经验出发，在经验里前进。
以杜威对经验的三个判断标准──情境、连续性和互动作为前进的基础，Clandinin and Connelly提出了“三度叙说探究空间”[vii]。所谓的三度叙说探究空间就是以时间为第一个向度，研究过去，现在和未来（也就是杜威所说的连续性），以人和社会为第二个向度（也就是杜威所说的互动），以空间为第三个向度（杜威所说的情境）。他们认为任何一项研究都是由这个三度空间所界定。
第一个和第二个向度，Clandinin和Connelly在书中把经验研究的指向分为四个方向：向内和向外，向后和向前。
就向内而言，作者意指的是朝向内在的状态，例如感情、希望、审美的反应，以及道德的倾向。就向外而言，意指的是朝向存在的情况，也就是环境。至于向后和向前，主要指的是时间性--过去，现在和未来。作者认为，去经历一种经验（去研究一个经验）就是同时用这四种方式去体验它，并且针对每种方式去提问。因此，当一个人在任何一个特定的研究中，置身于这个二度空间时，他提出问题、收集现场笔记、推衍诠释，并且写出一个研究文本。在研究文本里，既处理个人，也处理社会的议题；并且，借着检视事件的过去、现在及未来，研究也同时处理了时间的议题[viii]。
在后面的研究中，Clandinin和Connelly又加上了“空间”这个向度，用来指代“探究场景中具体的物理性与空间性的边界[ix]。
[i]
[iii] Mishler, E. (1995). Models of narrative analysis: A typology. Journal of Narrative and Life History, 5(2), 87-123.
[iv] 同［i]
[v] 同上p. 50
[vi] 同上p. 70
[vii] 同上p. 71~77
[viii] 同上
[ix] 同上
文献分析1
前面介绍了大量的外文资料，这些论文来源于EBSCO全文数据库里的ERIC（教育资源信息中心）。 ERIC包含 2,200 多篇文摘和附加信息参考文献以及 980 多种教育或与教育相关的期刊引文和摘要，输入的关键字为“narrative inquiry”由于文章太多，虽然每一篇都浏览过，但很多却并没仔细看。下面从将陆续从整体上进行一些分析：
再谈教育叙事相关概念
为弄清楚教育叙事相关知识，准备和庄老师展开一些讨论。如果里面的言辞有冒犯的地方，请多原谅后辈的无知。:)
在上一篇中，谈到了教育叙事和教育叙事研究的区别，这里继续讨论。
对于教育叙事的一系列相关概念，我认为只有弄清源头、理论基础和发展历程，才能有一个清醒的认识。对于发展源头和发展过程，我将在后面进一部整理和介绍，感兴趣的读者建议阅读下面几本书或者相关论文：
1、Clandinin, D. J., Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass Inc
2、Clandinin, D. J., Connelly, F. M著，刘良华等翻译《教师成为课程研究者——经验叙事》[M],浙江教育出版社2004
有学者把教育叙事研究分作两类：一类是叙事的行动研究，一类是叙事的教育人类学研究。对于这一分类，值得肯定的是作者敏锐地发现了中小学一线老师写的教育叙事与研究者用教育叙事研究法所做的叙事探究有很大不同，但不足之处是这样的分类还是存在下面的问题：
1.丁钢教授还有很多专家的关于教育叙事的文章该属于哪一类？
2.行动研究有一套完整的研究编码方式，“叙事的行动研究”有吗？
3.作者所说的“叙事行动研究”有成为一套完整的研究理论吗？
在我看到的关于教育叙事的文章中，如果这样分类，则对于这三个问题，一个也没有解决。
为什么会存在这个问题？
我认为，主要问题还是把教育叙事和教育叙事研究相混淆。实际上作者所说的“叙事行动研究”，我认为指的是教育叙事，而“叙事的教育人类学研究”在我看来属于教育叙事探究。虽然教育叙事在构建教师的个人实践性知识（经验性知识）的作用巨大（这是教育叙事的发起者所倡导的，我在后面的文章中将专门谈这个问题），但如果把其作为一种研究，我认为还缺少一些元素。
就我而言，我把教育叙事的发展过程和相互之间的关系归纳如下： 
我认为，在中国，教育叙事研究应该包含两类，一类是对教育叙事相关理论的研究，另一类是把教育叙事研究作为一种研究方法所进行的研究。在前一类的文章中，我收集的国内关于教育叙事的论文都是属于这种类型的，在后一种中，典型的有：
1、鞠玉翠 走进教师的生活世界——教师个人实践理论的叙事探究 [D]，华东师范大学 2003
2. 耿涓涓 教育理念：一位初中女教师的叙事探究[C] 《中国教育：研究与评论》教育科学出版社第2辑，北京，2002年
3.刘云杉 帝国权冲实践下的教师生命形态：一个私塾教师的生活史研究[C], 《中国教育：研究与评论》2002教育科学出版社第3辑
4.田静 曹芳 与项目一同成长：一位村中心完小校长的个案 [C], 《中国教育：研究与评论》教育科学出版社第5辑，北京，2004
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关于教育叙事的几个概念辨析
昨天庄博士告诉我应该重读黎老师blog上的优秀教育叙事，并进行一些整理。我非常想作这个工作，但由于正在准备论文的综述部分，而且困难重重，因此实在没精力去整理，今天看庄老师的blog时，发现已经整理了３０多个案例！佩服庄老师有了想法就立即付之行动的作风！在“关于教育叙事研究的一组参考文献”的读后感中，庄博士提到了当前大家在研究中普遍存在的困惑：
[读后感]说实在的，我难以接受把教育叙事定位到研究这一说法的层次上，除非“研究”本身还有“非研究”的含义。
对于来自实践的老师的叙事，我觉得这是一种非常好的自我表达、自我反思、研讨交流的工具和方式，但不是研究。如果我们硬要说教育叙事研究，我觉得有一项非常重要的任务，是应该对网络空间比较集中的老师的叙事进行研究，可以对老师的叙事内容进行分析研究、对写叙事老师的群体进行分析研究、对网络与教育叙事传播进行研究，等等。总之，有很多值得深入研究的问题维度，根据不同问题的性质可以采用多种的研究方法进行，定量的和定性的都可以。
把教育叙事与质的研究混为一谈，也是极其不恰当的。从真正研究的意义来说，研究需要在现象的基础上提出问题（而不是简单的教学事件冲突），然后特别强调研究过程中数据的收集的效度问题，对于非定量的研究方法来说，强调多方证据来源的三角互证。所以，不能简单把叙事就纳入到质的研究方法中。
但是，由于持续的叙事能够增进老师的反思能力、提升对教学问题的洞察能力，所以叙事能够促进老师成长、促进老师研究能力形成，向着研究型老师的方向发展。
为什么难把教育叙事定位到研究这么一个层次呢？我认为这可能是由于许多文章把教育叙事和教育叙事研究混为一谈而造成的结果。
下面我从我的理解来谈谈叙事、教育叙事、教育叙事研究之间的关系：
1、什么是叙事？
叙事是叙事研究最基本的概念,遗憾的是Clandinin和Connelly没有给出一个定义，从而导致由于对叙事概念的不同理解会导致对叙事研究内涵的理解产生不同的认识。关于叙事的理解归纳起来主要有以下三种:
（1）《韦伯第三国际辞典》中的解释是“叙事”就是“讲故事,或类似讲故事之类的事件或行为,用来描述前后连续发生的系列性事件。”
（2）有学者认为,叙事就是陈述人、动物、宇宙空间各种生命事物身上已发生或正在发生的事情。它是人们将各种经验组织成有现实意义的事件的基本方式。这种方式向我们提供了了解世界和向别人讲述我们对世界的了解的途径。[i] ]
（3）也有学者认为,叙事是为了‘告诉某人发生什么事’的一系列口头的、符号的、或行为的序列。[ii]
在这些定义中可以看出，叙事的强调的是“连续性”，强调的是“经验”强调的是经验性事件的讲述。
2、什么是教育叙事
虽然教育叙事已经在中国发展遍地开花，但对于什么是教育叙事，笔者认为却没有一个准确的定义。这可能是跟Clandinin和Connelly有关。在Clandinin和Connelly的著作中，作者不给这个这个关键词下定义，而是企图通过书中的阐述来让人们理解什么是教育叙事。在中国，由于受著者的影响，因此对什么是教育叙事也没有一个很好的解释和定义。很多学者甚至把教育叙事和教育叙事研究混为一谈，这是不正确的。这正如教育和教育研究不是同一回事一样。教育叙事和教育叙事研究也不能混为一谈。实际上教育叙事就是叙事在教育中的一种应用方式，因此，我们可以按照对叙事的定义方法来对教育叙事进行一些概括：
教育叙事就是讲述教育中已经发生或者正在发生的故事，它是将各种教育经验组织成有现实意义的基本方式。
在对教育叙事的定义的过程中，我认为
以叙事、讲故事的方式表达对教育的理解和解释。它不直接定义教育是什么，也不直接规定教育应该怎么做，它只是给读者讲一个或多个教育故事，让读者从故事中体验教育是什么或应该怎么做。多数情况下,是教师本人采用讲故事的方式叙述自己的教育经历和体验，实质是反思自己的教育教学实践，“以叙事的方式反思并改变着自己的生活”。[iii]
3、什么是教育叙事研究
对于教育叙事研究，当前有很多理解，归纳起来，主要有以下几种：
（1）教育叙事研究指的是运用或分析教育叙事材料的研究,叙事材料可以是一些故事,如一次谈话中听到的或阅读文献著作了解的生活故事,也可以是其他方式收集到的材料,如人类学工作者进行田野研究时所作的观察记录或了解到的个人信件。叙事材料可以作为研究对象或研究其他问题的媒介,也可以用来比较不同的群体,了解某一社会现象或一段历史时期,或探索个人发展史。[iv]
（2）叙事研究又称“故事研究”,是一种研究人类体验世界的方式。这种研究方式的前提在于人类是善于讲故事的生物,他们过着故事化的生活。叙事研究是以“质的研究”为方法论基础的,是质的研究方法的具体运用。[v]
（3） 教育研究中的叙事性研究是将技术与理性的东西隐藏到背后,通过一个个的故事的描述,去追寻参与者的足迹,倾听参与者的声音;通过个体的叙述,群体的叙述来研究个体、研究群体,研究他们的过去、现在和将来。[vi]
（4）叙事研究运用于教育研究以及教师的教育研究是基于:通过对有意义的教学事件、教师生活和教育教学实践经验的描述、分析, 发掘或揭示内隐于日常事件、生活和行为背后的意义、思想或理念;而这些不仅有助于改进教师的教育教学实践,也能以更鲜活的形式丰富教育科学理论,促使教育政策的制定与实施更加完善和灵活。[vii]
对于教育叙事研究，国外又称Narrative inquiry，应该说有很多论文用这种方法进行了尝试，而且也有很多这方面的案例。在中国，华东师大鞠玉翠博士的博士毕业论文《教师个人实践理论的叙事探究》应该说是应用教育叙事研究方法进行研究的一个典范。
June 19, 2005
国内关于教育叙事的论文
收集了大量与教育叙事有关的论文，先把国内部分共享出来。
教育叙事研究-邱瑜-早期教育, 2004年 01期
教育的每一个细节都是影响孩子终身的大事——教育叙事之二-高峰-山东教育, 2004年 07期
“教育叙事”研究方法及一个实例-游安军-湖南教育, 2004年 06期
教育科研方法的新取向——教育叙事研究-邱瑜-教育导刊, 2004年 Z1期
教育的每一个细节都是影响孩子终身的大事——教育叙事之一-高峰-山东教育, 2004年 Z1期
教育叙事叙何事?-孙启民-江苏教育, 2004年 05期
教育叙事研究的研究-冯晨昱 和学新-学科教育, 2004年 第06期
教育叙事方法的一种解读——以“一次组织班级参赛活动的经历及反思”为例-董春华-教育理论与实践, 2004年 13期
《论语》:一种教育叙事的解读-田春利 路树玲-临沂师范学院学报, 2004年 01期
中小学教师与教育叙事研究-孙启民-教育导刊, 2004年 09期
教育叙事研究:教育科研回归生活的方式-韦桂美-教书育人, 2004年 19期
教育研究方式与成果表达形式之二——教育叙事-郑金洲-人民教育, 2004年 18期
教育叙事研究的理论追求——华东师范大学丁钢教授访谈-周勇-教育发展研究, 2004年 09期
论道德教育的叙事方式-周勇-思想.理论.教育, 2004年 01期
校本教研,始于“教育叙事”——离石市英杰中学校本教研小记 -李少萍-山西教育, 2004年 16期
教育叙事:让我们人人成为研究者 -蒋华程 陈兆慧-云南教育, 2004年 26期
基于博客的教育叙事研究-张仙 黎加厚-中小学电教，2004年6期
信息时代的教育叙事与教师主体意识的觉醒-黎加厚-中国电化教育, 2004年 10期
校本培训与教育叙事研究-陈忠心-中国电化教育, 2004年 10期
以教育叙事博客推进教师专业发展的区域化探索与实践 -邵秀蔚 王彬彬 李绍杰-中国电化教育, 2004年 10期
教育叙事:留一只眼睛给自己 -韦健-江苏教育, 2004年 19期
对教育叙事研究之我见-胡光璐-中国职业技术教育, 2004年 32期
教育叙事研究——一种每个教师都可以运用的研究方法-尹坚勤-早期教育, 2004年 10期
教育叙事:校本研究的可行性选择 -吴言-职业技术教育, 2004年 04期
教育叙事莫入误区-孙启民-江苏教育, 2004年 17期
教育叙事研究述评 -冯晨昱 和学新-上海教育科研, 2004年 07期
教育科研方法的新取向——教育叙事研究-邱瑜-中小学管理, 2003年 09期
教师校本科研与教育叙事研究 -李明汉-中国教育学刊, 2003年 12期
教育叙事:来自广州的视角-康永久 施铁如 刘良华-教育导刊, 2003年 12期
June 18, 2005
困惑！
看的关于教育叙事以及教育叙事研究（探究）的文章越来越多，但我越来越困惑：很多文章介绍的教育叙事研究（探究），其实和一般的质性研究在基本认定和做法上都有许多类似之处，那它有什么独到之处呢？是什么东西使它能成为一种独特的研究方法呢？为什么有了质的研究还要提教育叙事研究（探究）？质的研究，行动研究，叙事研究的源头是哪里？分类的角度在哪里？
一直想理清这些概念和关系，一直努力，但成效不大。也许真的要象一位老师说的：要分得那么清楚干吗？关键是看它能解决什么问题。
您的观点呢？
June 08, 2005
Jean Clandinin 简介（转载）
Clandinin教授是加拿大艾尔伯特大学（University of Alberta）的教授，目前担任该校师资培育与发展研究中心的主任。她在叙说探究、课程研究和师资培育等领域上的研究与论述，声誉卓著，所获教学与研究奖励甚多，最近更荣获美国最教育研究协会AERA（Amertican Educational Research Association）所颁课程研究终身成就奖。 Clandinin教授于1983年在加拿大多伦多大学获得博士学位后，即开始从未间断的教学与研究生涯。在美加学者之间，她是第一位阐述并强调个人经验在质性研究、课程与教师认同之特殊位置的学者。 1994年，美国学者Denzin和Lincoln编辑对社会科学研究而言具有指标性意义的重量级著作Handbook of Qualitative Research 时，亦邀请她撰写Personal experience methods一章。其后，她更结合叙说与师资培育，有力而细致地呈现故事叙说与教师认同之间的重要关联。她于2000年和Connelly合着的Narrative Inquiry，被引述次数之多，难以计数。此外，她对于教师意象与教师实务知识的论述，也对教育学界多所启发。许多美国知名大学都曾邀请她到校演说，哈佛大学亦曾邀请她加入该校的教授群，只是被习惯于加拿大生活的她所婉拒。她的学生遍及美加，近年更有德国、泰国与韩国的学生慕名前往加拿大接受她的指导。极有盛名的Clandinin教授，也以乐于分享，细心聆听，认真理解他人的叙说而闻名。长年进行叙说探究，总是与各层级教师一起工作、学习的Clandinin教授，必能在这个主题上带给台湾教育学界重要的启发，提供她亲身经历的鲜活实例。文章来源：http://sctnet.edu.tw/Activity/2004_conference/Jean%20Clandinin.php
May 10, 2005
再向常熟行
第一次常熟行后，那里老师的对教育信息化的热情，对教育信息化的探索精神给我留下了深刻的印象。但当时全力以赴准备培训，没时间考虑其他问题，因此留下了很多事情没做。这次再次奔向常熟，进行调查和访谈，期待能对常熟的教育信息化能有更深刻的理解和认识，期待能有更多的收获。
April 05, 2005
教育叙事评价量规
随着中小学教育叙事的大量涌现，建立一个教育叙事评价量规成了一个非常急切的问题，我把最近关于在这方面的思考发在上面，请常熟、张家港的老师在写教育叙事事能参阅一下，也希望各位对于量规多提意见。
March 30, 2005
行动研究资料
Science for all: Action researching literacy difficulties in a Year 8 Science class
（文章的分析方式和结果对于进行教育叙事研究很有借鉴意义）
Methods - how we carry out the research
（叙事研究的方法介绍）
Science for all: Action researching literacy difficulties in a Year 8 Science class
Mary U. Hanrahan, Tom J. Cooper and Anne L. Russell,
QUT, Brisbane, Australia
Paper prepared for Thematic Group II, Group 1-2, at the "Convergence in knowledge, space and time" World Congresses held at Cartagena, Colombia, in June, 1997.
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This paper reports on an action-research collaboration between a science teacher and the first author. The use of anonymous journal writing was trialed in an attempt to address the problem of low scientific literacy in a secondary school situated in a low socio-economic status area. The writing intervention was found to be successful on a number of fronts, including improved attitudes to work, and provided useful feedback about the students' learning which was not normally available to the teacher.
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The work in this paper represents a convergence in the sense that it is an example of how a teacher with a traditional education in the physical sciences and a researcher with a background in language and literacy teaching were able to work together to move the curriculum in one particular class in the direction of increased science literacy. Our experience has been that students who do not have a middle class background are often confounded by the technical language and ways of writing in science, and that many teachers are oblivious to this situation. Consequently, failure which results from lack of such a literacy is not often recognised as such and is too often mistakenly blamed on student's lack of "intelligence" or lack of serious commitment to learning.
Not making explicit the cultural border crossing which is involved in the learning of science for many students (Aikenhead, 1996) leaves them doubly disempowered. Not only do they fail to attain the goods which education promises them, but also neither they nor their teachers understand clearly why they are failing, which may leave them concluding that they lack the basic academic ability to succeed, at least in the study of science (c.f., Lankshear & Lawler, 1987). Part of the action necessary to redress the injustice done to such students (as we see it) is to affirm their right to have their own thoughts and feelings about what they are learning and experiencing in the science classroom and to explore ways of opening discussion about the hidden assumptions of the science curriculum. This then was the basis of the journal writing intervention proposed by Mary to the Year 8 science teacher who was interested in improving the scientific literacy of his students. There were, however, other reasons for this action.
Conceptual change and scientific literacy
A significant issue in the research literature for science education worldwide for almost two decades has been superficial learning and the lack of deep conceptual change in science learning so that students incorporate scientific knowledge into their own personal conceptual frameworks (Duit, 1994). In this case, the term "conceptual change" refers to a change from what has been variously known as misconceptions, naive understandings, children's science, or alternative frameworks to the scientific understanding of concepts, a process which often involves accepting counterintuitive conceptions (Driver, 1988; Posner, Strike, Hewson & Gertzog, 1982; White and Gunstone, 1989).
Solutions have been proposed for lack of deep learning. In terms of constructivism, these have involved a conscious reconstruction of one's conceptual frameworks, either individually or in a group setting (Driver, 1988; Gunstone, 1992; Posner, Strike, Hewson & Gertzog, 1992; Tobin, 1993). At the same time in other disciplines, researchers have stressed the importance of a social basis for developing positive learningrelated beliefs or for changing dysfunctional epistemological beliefs as in, for example, the cognitive apprenticeship model of learning (Collins, Brown & Newman, 1989).
The success of approaches based on these theories seems to us to depend to a significant extent on the nature of the power relationships between teachers and students. We believe that students need to feel empowered to construct their own understanding of science. In this, we have been influenced by the literature relating to the psychosocial learning environment and its effects on student learning and/or motivation (e.g., Marshall, 1992; Pintrich, Marx & Boyle, 1993; Roth et al., 1992; Tobin, 1993; Tobin & McRobbie, 1996), especially the literature which placed an emphasis on the teacherstudent interpersonal relationship and implied structural constraints on student selfregulation of learning (e.g., Lankshear, 1994; Taylor, Fraser & White, 1994; Wubbels, 1993).
The other more implicit influences on our choice of a possible solution to the superficial learning problem were Mary's experience and education in adult literacy teaching including her readings of humanistic psychology, androgogy theory and critical pedagogy (e.g, Boud, 1988). Mary's adult literacy experience left her with a deep conviction of the importance of feelings, such as selfworth and autonomy, and (closely linked to this) the nature of the teacher student relationship in reempowering students to become selfdirected learners who would use deep approaches to learning. Influenced by critical theory, she saw students as disempowered by aspects of language, activities and social relationships (Kemmis & McTaggart, 1988), which were so subtle or takenforgranted as to be almost invisible to all concerned. She came to believe that change would require cultural action as well as individual action, action based on a new awareness of the hidden assumptions involved in these three registers of the prevailing culture.
Hence, the strategy of "affirmational dialogue journal writing" was chosen. The term "journal writing" in the school context generally refers to a process whereby students record their experiences regularly, and it may be limited to a simple log of happenings or extended in various ways. In this case it was extended in two main ways. Firstly, students were invited to express their opinions and feelings as well as record their observations of events. Secondly--and we consider this an important factor--it was affirmational in the sense that the teacher or researcher responded to the students' writing in a way which affirmed its legitimacy as a starting point for new learning for that student at that particular time.
As such, affirmational dialogue journal writing appeared to address the various issues discussed above and combine essential aspects of constructivist, humanist and critical theories. According to the literature, it would give implicit messages of endorsement of students' expression of their own experience, provide explicit practice, in a non threatening context, in constructing understandings from experience as students came to terms with new concepts in science, and make visible aspects of the culture which were not previously visible (e.g., Fulwiler, 1987; Roth et al., 1992).
The Research Context
This study was the fourth stage of a research program investigating the problem of superficial learning. Three earlier studies of the psychosocial learning environment of science classrooms had led to the conclusion that motivational beliefs and cognitive engagement were affected by implicit messages in the curriculum which discouraged autonomy, by the nature of the teacherstudent relationship, and also by a serious gap between the language and literacy skills assumed by the science curriculum and the actual skill levels of the students (Hanrahan, 1994, 1995a, 1995b). These studies involved gradual change from what Carr and Kemmis (1986) would describe (in terms of "knowledge constitutive interests") as a "technical interest" in research on cognitive processes to an "emancipatory interest" in research on scientific literacy, with its added sociological and ethical implications. The main goal had moved from being the facilitation of conceptual change to the facilitation of greater student awareness of the context, content, and personal significance of their learning.
The study took place in a supposedly average Year 8 class in a parochial Catholic high school in an area with a greater than average number of students from lower socioeconomic status backgrounds. (This accorded with Mary's desire to study how to make science relevant to all students, and not only the few who might become scientists.) The class had demonstrated a particularly low average level of basic literacy on their entry tests (Year 8 is the first year of high school in Queensland). There were 15 boys and 9 girls.
Design and Methods
Methodology
The methodology chosen for the study was participatory or collaborative action research. Action research was adopted for four reasons. First, "conceptual change" theory had implications not only for student change but also for teacher and curriculum change. If research was to assist teachers to change traditional practice, the theory would suggest that they needed to participate actively in such research (Taylor, 1992), and this was supported by the literature on teacher change (e.g., Peterman, 1993). Second, by allowing for cycles of reflection and action, action research provides the flexibility necessary for trialing a collaborative intervention in a complex social setting such as a school classroom, where any change in one part of a system in equilibrium could not fail to have implications for the rest of the system. Third, action research allows participation of the teacher and students in interpreting the data and in decision making. This means that change can be progressively negotiated between the different parties. As can be argued either from a Habermasian "communicative action" perspective (Kemmis, 1995) or from a more pragmatic organisational psychology perspective (Dick, 1996b), negotiation is an important component of cultural change. Finally, action research reflects the philosophical position that systemic change should be decided by those most likely to be affected by it, that research for curriculum change should actively involve in the decisionmaking process those most likely to be affected by such changes (e.g., Carr & Kemmis, 1986, Grundy, 1987).
The methodology also resembled an ethnographic case study, having such features as prolonged and intensive observation and continuous participation in the setting. These features allowed in depth analysis of the cultural context, a necessary basis for understanding and problematising the takenforgranted cultural practices in that context. In addition, they allowed a more "personal experience" approach (Clandinin & Connelly, 1994) to the research than is often considered acceptable or necessary in collaborative action research. This enabled Mary's practice as a researcher to also be the focus of the action research, allowing a kind of "narrative inquiry" into the research process itself as Mary was practising it.
The methodology was not an ideal Kemmis & McTaggart (1988) collaborative situation, in spite of Mary's wishes. It was mainly Mary's research at the beginning, and perhaps even throughout the study. However, the teacher did make significant contributions to the planning, action and evaluation, especially as time went on, and the students, although only minimally involved in the planning and evaluation, were significant informants throughout.
Methods
Because the methodology was a blended one, the research methods included those used in action research, case study and personal experience methods, particularly where these overlap. Methods were used which are essential components of the action research cycle: planning, acting, observing and reflection (Kemmis & McTaggart, 1988), but these moments were extended or adapted to cover the other goals of the research. Hence, research operated at many levels and tended to combine the components of the actionresearch cycle. For example, planning and review meetings with the teacher and other staff or students, whether formal indepth individual interviews, shorter group interviews or informal conversations, also served as Mary's data gathering for the ethnography. As well, Mary's written reflections on the action were also "analytic memoranda" on the cultural practices evident in the setting, personal accounts of her own experience in researching these practises, and conjecture of how this experience could be affecting her analysis and conclusions and the research process as a whole. Similarly, the writing activities of the students, plus the replies written by Mary and, less frequently, the class teacher, were not only an important part of the research 'action', they were also an important part of the data being collected about the culture and an important part of the analysis of the data (in that they are reflections by some of the participants). This was also the case with interim reports produced by Mary or the teacher during the research. Thus, the four components of the cycle were continuously present, often fused (or con fused) together, and sometimes not clearly distinguishable.
To strengthen the rigour of the research, triangulation was attempted (Dick, 1996a) in that Mary used a variety of perspectives in her observations. However, the research was more appropriately crystallised (Richardson, 1994) than triangulated, in that the findings were gradually distilled over time with significance emerging across the data, with no attempt to confirm 'objective truths'.
Procedure
The study took place over a school year, between late February and mid November, with a break of a month in the middle of the year. There was also one visit to negotiate entry to the school at the end of the previous year. During this period of research, Mary attended all four science periods per week, where possible.
For the first few months, before the student journal writing was to begin, Mary intended to simply observe and help in the class, to familiarise herself with the cultural context. However, discussions with the teacher led to her producing occasional worksheets and leading the class on several occasions, including presenting introductory exercises related to the journal writing. Mary had meant to be minimally involved in the action, but the teacher saw her role as something of a team teacher, although he taught most of the time.
Mary spent one or two hours writing detailed analytic memoranda about each class observed, usually later the same day. She gathered data from students' journal writing, students examination papers, other school artefacts such as newsletters, from teacher and school meetings, and from chatting with other school staff. She interviewed the teacher at length twice near the beginning of the research and at the end of the second and third school terms, though these "interviews" were more like dialogues rather than the prompted monologues which the term interview suggests. She interviewed the students at the end of the second term, in small groups, and then later in the year, this time generally in groups of two. At the suggestion of the host teacher, she also had several meetings with the resource teacher, one including the classroom teacher. She audiotaped and transcribed all interviews. She also audiotaped and videotaped several classes and listened to or watched for anything that had been missed in the first instance.
However, as the transcriptions of the interviews occurred mainly after the action research study itself had finished, they were used for summative analysis. At the time, the interviews served more as critical reflection sessions to review the last action and plan the next. In a similar manner, the progressive reports written by the teacher on the research for his science teacher colleagues acted as a form of review, as did the poster on the study presented by Mary at a conference and also within the school.
Student journal writing
The major teaching intervention trialed was affirmational dialogue journal writing in which the students wrote about their own experience of science, and their own understanding of scientific concepts and of learning, and Mary and the teacher wrote affirming replies. The writing was designed to facilitate students' trust in their own thinking and writing and began with three essential features: (a) students could say what they liked; (b) answers were not to be judged for scientific orthodoxy nor for orthographical and grammatical correctness, and (c) all answers were welcomed in the spirit that the students had the right to make sense of their own experience.
In the setting up of the writing, in an attempt to encourage student ownership of the journal, the teacher and Mary allowed students to decide some matters concerned with their journal, including their own code name. Allowing students to write anonymously turned out to be an important fourth feature, in that it made such writing less hazardous, which in turn appeared to encourage the students to say what they thought.
After having the nature and purpose of the journal writing described to them, the first involvement of the students was being allowed to offer suggestions for a name for their journals and to vote on the suggestions for a name. This resulted in the name BLAST (Book of learning about science and technology) and a logo of an arrow resembling a rocket taking off. As well, each student was allowed to choose a secret codename to identify his or her journal.
Such activities were intended to be seen by the students as small signs that they could contribute to decisions about what went on in their science class. This support for student autonomy in thinking and learning became an important feature of all the journal writing activities which followed and, later on, of other activities. One activity which gave similar encouragement to student autonomy in thinking, although it was originally intended only for data gathering purposes, was the focusgroup interviews that Mary conducted with groups of the students. These seemed to convey an implicit message that what they thought and felt was considered important.
It was also decided to structure the tasks to give students some guidance as to what to write in their journals. Table 1 lists examples of these tasks. In general the tasks tended to be reflections about (a) the topic of study and the meaning of key words, (b) how students thought they learnt science, (c) their feelings about the subject and school, (d) what they saw or did in practical investigations, and (e) what they did not understand in a unit or activity.
Students were asked to be metacognitive about their own learning (i.e., to reflect on their thinking), and to write about how they felt emotionally and motivationally (i.e., to reflect on their feelings and interests). Mary was particularly concerned, both from cognitive science and critical theory points of view, that, as well as addressing conscious thinking processes, underlying emotional and motivational aspects should also be openly addressed.
Mary had hoped the teacher would also set writing tasks and respond to the students' personal writing. He sometimes did, but more often than not, although he read all the students journal writing it was Mary who both set the writing task and who read and responded to the students. This was mainly because she was the only one who had the time to do so, even though most of these students tended to write very short entries, rarely more than one or two sentences.
Table 1 Examples of tasks set as student journal writing activities
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· Personal understanding of what words mean, e.g., living things,
focus, lens
· Observations of what they had noticed during a demonstration
· What they thought of using a microscope to look at things
· Planning how they would prepare for a test
· Reflecting on their feelings about their results on a test
· Their perceptions of what was important to know about a topic
· Comparing regular textbook exercises with new worksheets exploring
word meanings
· A question that occurred to them after doing an investigation
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Writing activities took up about 10 minutes once or twice a fortnight, whenever time became available between other curriculum activities. Either Mary or the teacher, usually Mary, would introduce the question briefly, write it on the board and then let the students write until the books were collected, though some finished well before this. When Mary had time, she would give collective feedback to the class about what students had said, using the codenames when quoting from a particular journal. Once she gave such collective feedback as a photocopy to each student.
Analysis
The analysis of the data was flexible, contingent, cumulative and hermeneutic, based on the action research cycle. The research program was flexible to cause minimal disruption to the teacher's normal plans for the class and to allow his curriculum to have priority. The activity on any day depended on the results and reflections from the previous day and the findings from the data tended to cumulate (i.e., to crystallise Richardson, 1994). Because the teacher had many commitments, whereas Mary was constantly on site and had more flexibility, she was able to adapt her arrangements to have interviews with the teacher when it suited him, which was not always predictable far in advance. Consequently meetings and discussions did not take place in a highly regulated fashion, and cycles were more visible in retrospect that in advance.
Mary later concluded that she was doing action research with almost daily cycles, though with more reflection moments than action moments, whereas the teacher's main cycles seemed to correspond roughly with the school terms and to begin and end with interviews. In between this, Mary and the teacher had less formal joint cycles focused around the BLAST journals or other activities which happened every one or two weeks, preceded and followed by informal discussion between the teacher and Mary.
Within and across the cycles, Mary used her analytic memoranda as her principal research method. She developed ideas and theories from reflection on previous action and them tested with new observations during the next action. As far as the action research went, these served the purpose of helping Mary clarify the ideas she would then feed back into the collaboration, by sharing them with her host teacher. Her thinking was also modified by critical friends with whom she shared her experience of the research, on action research email lists, and by collaboratively editing a book composed of accounts of action research projects written by this group of critical friends.
Because observations were focused on all the activities of the class and not just on the journal writing activities, the theories being cumulated were based on the overall effect of the science curriculum, which included the journal writing. Because of this, both discussion and action changed over time and became focused on other class activities, since it became obvious that adding one practice without changing other practices, which were conveying contrary messages, would not be likely to have much effect on the students in the long run. In general, these new actions involved demystifying the genres of the science textbook and the science examination, as well as discussing differences between technical terms used in science and the meaning of the same words in everyday usage. For example, on one occasion, Mary conducted an activity on how to find the main idea in a paragraph, and, at another time, the teacher guided the students through getting an overview and first emotional response to a new unit of study.
Findings
The findings are presented in two parts: the particular findings relating to the journal writing activities; and general findings which applied to the whole class.
Students' responses to journal writing
In general, the students really appreciated the twoway communication involved in the journalwriting. This was true also for the teacher who said that he knew much more about what students were thinking than he ever had before. At first he found this disheartening, as students expressed their difficulties, but then he found that it allowed him to adapt his teaching to better match their needs. This in turn allowed the students to feel that they had more influence over the curriculum; which may explain, at least in part, why they remained engaged and on task for the whole year, whereas they had become a significant behaviour problem for most of their other teachers who found their literacy level to be very low.
Support for the journals was particularly evident in the mini focus group interviews. In these, the students revealed that they liked the journals because the journals meant they had:
permission to have their own opinions and feelings;
a safe place to make mistakes, take risks, and criticise the teacher;
increased ownership of their contribution to the class;
a chance to reflect on their own learning/thinking processes;
relevant and personally meaningful learning; and
a situation in which everyone's ideas were considered worthy of consideration
The students preferences were expressed with considerable enthusiasm in the interviews (see Table 2 for examples of comments they made.) Most students preferred writing in the journal to doing exercises from the text book. They tended to see the writing as "getting out of work". Many students asked for more frequent opportunities to write in their journals. Some students wanted wider access to the journals. They commented that they sometimes did not have their journals when they wanted to write but then could think of little to say when they were asked to write. One commented that having the journal made science less boring and another that what they wrote was useful feedback to the teacher.
--------------------------------------------------------------------------------
Table 2. Excepts from student group interviews
AR: We can tell you how we really feel about science and we should
have that more in every subject that we're having trouble with. ..
HA: ...write our own opinions... Like, he's got something...to do
with it, but not as much as we do, and he can't, we can't get in
trouble for something that we're saying. Because if we want to say
our own thing and we say it, like if we might get into trouble, but
if we write it down, it's easier....
TA: Well, the advantages of it, um, like, you, the teachers know what
they have to pick up in and what they don't have to pick up in. Like
students complain....like if a student complains, the teachers go,
`Oh, yeah!'...
TA: The BLAST books, yeah, they're really good because [you] can
write down what you've done and what you've learnt and you can read
over them, like, sorta like notes. And you can study them, also for
exams, if you've put something important in it.
AH: Then we don't get bored of science.
--------------------------------------------------------------------------------
The teacher's comments (written in informal notes to his colleagues at the end of the research period) confirmed both that the writing was useful feedback for him and that the students seemed to benefit from giving such feedback:
For me, it was probably the valuable feedback that I was getting from the students that I may not have gotten normally. Because communication is unimpeded....I was able to adjust more easily to suit their learning needs. Although the journals were designed primarily for writing down their understanding of scientific concepts we did tend to ask more general emotive questions. Students did prefer this and much useful information came out of it. Because students did have a firmer input into classroom proceedings there tended to be a better learning atmosphere than there may have otherwise been. In fact, this particular class had developed a reputation for being fairly slow, from a literacy angle, and behavioural problems were evident. This had surprised me when I had heard this as my comment would have been `noisy on occasions but very pleasant to teach'. (Second report to science colleagues, November.)
A few students said that they generally had difficulty thinking of what to write. This had been expected since many students prefer questions with an obvious right answer. As well, the majority of the class were boys with a low level of literacy and poor writing skills, students who have typically had few good experiences with writing and have learnt to avoid it as much as possible. Some students, although they did not object strongly to the journals, admitted that they "didn't do much". These tended to be students who were star performers during whole class discussion when the teacher asked them questions related to his teaching or the relevant text book chapter.
Students' wider responses
The students were amazed at the frankness being allowed in the interviews. One even asked for the tape to be rewound after what she perceived as a `faux pas' on the part of one of her fellow students and was astonished to be told that what he had said was `OK' to say; they obviously expected to be discouraged from expressing negative feelings or opinions about the subject. This confirmed Mary's suspicion that students learn to discount their own thinking in favour of what they think the teacher wants, a situation which is unlikely to encourage students to reflect about their own learning processes.
Most of the students said that they had rarely done any science in previous years. Significantly, students who did speak of considerable experience of science in primary school were those who were gaining the top marks in the tests, which supports theories which stress the importance of prior related knowledge in new learning (e.g., Jones & Idol, 1990).
In general, students were better behaved in this science class than they were in their other classes. The less academically oriented students gained a reputation across the year as "troublemakers" in their other classes, but this behaviour did not emerge in science. However, not all negative behaviour was removed. Some students stated in the interviews that they were intimidated from participating more in class by other students whispering rudely at them when the teacher was not aware of it.
In contrast to her previous attempts at classroom research, where participation was more limited, Mary found that both she and the teacher had changed over the course of the research, with her accepting the limitations practical reality put on her theories, and the teacher accepting that a "nonthreatening learning environment" did not mean having more behaviour management problems, or less productive students. Mary also found that discussion with the teacher was enhanced when she made herself vulnerable to criticism by doing some teaching. Both she and the teacher found that they had an important role to play in classroom research, and that action research, by being flexible and responsive to the way things happen in classrooms and schools, was a comfortable as well as useful way to do classroom research.
Discussion and Reflections
In summary, the journal writing activity appeared to serve the purposes for which it was planned; particularly those of giving students a safe place to begin expressing their own thoughts and feelings about learning science, and of providing a start for students to become more personally engaged with learning in science. It seemed that the journal writing had an "undisempowering" (c.f., Kemmis, 1995) effect on the students and that this was an important factor in the success of the research intervention. As well, the journal gave the students a chance to participate in the curriculum by providing feedback to the teacher (and Mary) about their experience of the curriculum. The teacher admitted seeing problems he had not been sufficiently aware of before and of changing his teaching to better meet the needs of the students.
The journal provided an alternative avenue for student expression. In contrast to the alternative of only being able to contribute successfully if one was able to "speak the teacher's language", there was always the chance in the study class for even the least scientifically literate to contribute and to have this contribution considered as valuable. It may have been this factor which prevented the less successful students from giving up on the subject and resorting to resistant behaviours which they were reputed to exhibit in most of their other classes. Part of this could be explained by the novelty and extra attention that the research project provided, but, as the resource teacher pointed out, the effect lasted even when the novelty should have worn off, eight months into the study.
However, there were still inadequacies in the students. Most of the students lacked a basic understanding of what science learning was all about, for example, how to use the organisation in a textbook chapter, how to distinguish between primary and subordinate ideas, how to "learn" science for an examination, and how to appreciate the criteria that would be used for judging whether an examination question would be graded. They needed to be taught how to read the code and to notice the clues. When they came into the science classroom, they appeared to have crossed a cultural border and needed a guide to explain what was required of them in this new cultural setting (similar to Aikenhead, 1996). Without this guidance they learned inappropriately (mere rote learning without understanding) or not at all (c.f. Lankshear & Lawler, 1987). In either case they would not be very successful, and seemed likely to drop out of science at the first opportunity.
There have been criticisms of personal writing as a science instruction technique. For example Martin (1990), who wisely advised teachers to explicitly teach students the genres and technical language of science, admits to being "troubled... by the idea that personal writing can be used in science" (p. 87). However this is not surprising since Martin has indicated that he saw the goals of science teaching as being largely a matter of teachers "[introducing] students to scientific facts and research methodology" (Martin, 1990, p. 107). As he explained it, the purpose of science language was to "classify, decompose and explain, and to recount the investigations that form the basis of a scientific world view" (Martin, 1990, p.113). Reflection on the study reported in this paper appeared to support Martin's account of science education as an accurate account of what happens in many if not most school science classrooms, and also supports his suggestions about the importance of teaching science genres.
However, Martin's (1990) rejection of personal writing is not supported by this study and appears to reflect a restricted conception of what science work is: classifying, decomposing, explaining and recounting, without much time spent on critical or imaginative reflection as to the why or wherefore. The fact that only a few students survive this potentially arid, sterile process to go on and complete tertiary studies in science education, leaving the rest with little to gain but an experience of failure, seems to escape his attention. Nor does he focus on the level of prior learning that may be necessary for students to readily adopt scientific genres. From a critical literacy point of view, Lankshear and Lawler (1987) have argued that when students enter such classrooms without familiarity with the appropriate Discourse, they may in fact learn an improper school literacy which is dysfunctional in terms of both scholastic success and critically addressing structures of daily life.
By contrast, recent rhetoric centred around a "science for all" movement worldwide, aims to promote the teaching of science in ways that are meaningful to a greater number of students. Rather than prepare students exclusively for careers in science, such science teaching aims to prepare them also for enhanced citizenship (Aikenhead, 1996; Fensham, 1985, 1992). It would require critical discussion on wider issues than are currently dealt with in most science curricula, and could not happen without much teacher support for autonomy in thinking (c.f., Grolnick & Ryan, 1987). In any case, even for those students who will go on to careers in science, Prain and Hand (1995) would argue, an uncritically objectivist approach to science teaching and learning is not supported by current writing in the philosophy of science.
Reflections on the study indicate that the affirmational dialogue journal writing made teaching and learning more fruitful for both the students and the teacher. Of particular value was the affirming response, without which the students may not have felt heard and encouraged to produce further non-censored writing. Such writing and affirmation was necessary for the teacher to experience the students as human beings with personal concerns and interests, and for the students to feel respected in their individuality. With a wealth of new data about his students and their difficulties, the teacher was more inclined to focus on language and literacy aspects of science learning, and to be less concerned about "covering the content". He became more concerned with eliciting the students' questions and helping them with problems as they saw them, and they repaid him by remaining interested and cooperative, a "pleasant class to teach", and performing at least as well as the other classes at the same level, in spite of their learning difficulties.
This is a significant finding by itself. Unbeknownst to the science teacher until later in the year, the students in the study class were notorious for being badly behaved and exceedingly incompetent in other classes (and they became almost unmanageable for a new teacher the following year). Thus, the teaching approaches used in the study class do begin to suggest one answer to the problems of alienation from schooling and poor performance, particularly among the boys, in schools such as this one. However, it must be clear that the study does not "show" or "prove" that the activity of journal writing was what made a difference and should be adopted by all science teachers. Used by a teacher with a different philosophy and without genuine affirmation of the students' worth, it might not have the effect that it had in this class; it might even cause harm.
Reflection on the study indicates that what made journal writing work in this case was the message it gave students that someone cared what they thought and how they felt about their learning, no matter how unsuccessful they were academically. This was the way it was backed up with other curriculum activities. It should be noted that this message could be conveyed to the students in other ways. Thus, reflection on the study indicates the more general finding that learning in science might be facilitated by paying attention to students' personal need to be affirmed, and to be heard and answered in their difficulties. This, we think will be a surprising finding for many science teachers, but it should not be surprising, if we remember that students are also human beings.
[For further information on this study, please contact Mary Hanrahan on m.hanrahan@qut.edu.au.]
References
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March 24, 2005
我心兴奋
从张家港回来，一直
[小牛刀]一年级的小朋友
张剑石 发表于
“校－长－你－好！”一个小家伙观察力特别好，冲着楼上的我招手，露出一颗“没有的牙齿”（注：嫡亲学生在若干年前的原创词。原文是：“我们的
我习惯在课间走到办公室外面透透气，顺便看看楼下面一年级的小朋友，看他们的活动是一种很好的享受，那群孩子简直就是一群原子分子。不知怎么的，这个男孩子一抬头看见了，很认真地、很大方地和我打招呼。（我最喜欢大方又有教养的孩子。）
我冲他笑着点点头。他便笑成了一朵花，钻进教室。
几秒钟以后，他的旁边多了一个孩子，也冲着我笑：“校－长－好！”说着咯咯咯地笑，我还是冲他点点头。于是两朵花又钻进教室去了。
显然，十几秒钟以后，会有几何级数量的群花出来，那时，我就成了“伟大领袖”了，于是只好赶紧溜之大吉：）
[小牛刀]要死在一块了
张剑石 发表于
五十来岁的人了，竟然踮着脚站在桌子上的椅子上擦吊扇，还有一帮我们班子的人，也是擦的擦，抹的抹，把个被我称为下里巴人的全市最蹩脚的学校会议室当成即将迎来周总理或毛主席的自家客厅一样在精心地打扫着，一切都是为了明天的全市小学校长会议。这种情景，如果有大领导在的话，很容易联想起为了让总理或主席坐上（本已）干净的凳子，那个庄稼人用衣袖擦了又擦抹了又抹的电影镜头。
我知道这个会议室原本已打扫过，但他们感觉不到位，便自发地在例会结束后留下来作进一步加工，以至于连吊扇的叶子也要擦干净，真是让我感到十分意外！要不是临走时路过再看一下，当我第二天理所当然地坐进去时，怎么会知道这个会议室在昨天5点以后，还有这番令我感动的经历呢！
我没有加入他们的行列，因为有个电话在催我。我是带着自责离开的。
晚上我把这事和老婆说了，她说，你和这帮子人共事，你们要死在一块了。
[小牛刀]厕所里的故事
张剑石 发表于
那天放学后，在厕所门口看到几个三四年级模样的学生拎着个“尿泡”在玩，原来是用自来水龙头“吹大”的气球，见到我，立刻作鸟兽散，地上一圈水渍，还残留着几片破的气球胶片。我一声吼，一个个乖乖折回来，我说你们看怎么办，两个学生赶紧把皮捡起来，我正想说这还像话，谁知他们立刻把碎片扔到了小便槽里！“捞起来！”我的声音在他们听来一定是很恐怖的。两个家伙好像莫名其妙，但迫于校长的威力，只好很不情愿地用手指尖捏出来，一脸无辜地僵在那里。我才想到，对他们来说，厕所等于垃圾堆，往里面扔垃圾原是天经地义的事呢！（不知怎么的，会突然联想到若干年前洲平兄说的笑话，说某领导作报告：“不是男人的病么，女人去看；还有人在厕所里随地大小便。”又是好气又是好笑，于是平静下来。）接着便是胡萝卜加大棒，直到他们心服口服。
案例说明：这就是一种随人随事随时随地的教育（强调：要严格而又让人心悦诚服的教育，不是只管一顿臭骂，结果他们捏着脏兮兮的东西回到教室一肚子怨气，再发泄到别的什么地方去）。
案例联想：当初新加坡人怎样看公共厕所的，不像偶们看公共厕所的，躲在个小包间里只管收钱，完了自己打扫卫生，他们是真正看（读“看家”的“看”，呵呵）着人家上厕所。你看，一个印度人进去了，一会儿出来了，慢！我没听你冲水，去，冲掉！那家伙只好乖乖地去冲水，冲好了，出来，慢！让我检查一下…来！把马桶边沿上面的鞋印擦掉！印度人说，偶没有纸。没纸？用衣服擦！那家伙就只好用衣服擦……你敢不擦？马上叫警察，那后果，嘿嘿！所以新加坡会有今天的公共厕所呀！
外面的厕所偶们管不了，学校的厕所，最好能达到新加坡的等级，可千万别成了学生心中另一个垃圾箱呀！
[教育叙事]惩戒
张剑石 发表于
“哇－－”一声撕心裂肺的幼儿的惊叫划破午间的宁静，我的心一下提到了嗓子眼。
正是孩子午睡的时间，路过一个幼儿园，透过那低矮的铸铁栏，出现的一幕真叫人汗毛直竖－－二楼上，一个幼儿的大半个身子已被拎出阳台，头冲下，正在狂乱地惊叫和无望地挣扎，要是......我都不敢想了。
也就几秒钟的时间，一切又恢复了平静。那个幼儿又站回到了平地上了，余怒未消的老师（保育员？）依然指指点点，大声呵斥。
好一阵子，我的心还是砰砰地跳得厉害，直到走过这排围栏。我在心里不住地感谢着上帝（佛祖、真主......）
（我是不是应该做点什么？按住不表）
联想：
1，小荔一年级，她爸是学校的副校长。有一次父亲外出，她照例到教师食堂用餐。老师们都喜欢这个可爱的小家伙，不知谁开始了这个玩笑。逗她，你爸呢？刚才你有没有看到一辆警车呀？你爸爸被警察叔叔抓走了呀！一个个老师也帮着附和。也就十几秒的时间，小荔从不信到将信将疑到恐惧绝望地嚎啕大哭，后来一个也劝不听，一顿饭基本就没有吃。（据说曾有一个小孩被类似的玩笑吓疯了，还打官司。）
2，八年前的一个冬天，儿子从幼儿园回来，晚上在他衣兜里发现多了两块积木，哪来的？......捡到的。从小就不诚实！马上一把把他拎到门外漆黑的夜里！就在关门的瞬间，我的心突然被深深地刺痛了－－儿子那惊恐的无助的瞪得大大的眼睛，让我这一辈子都忘不了。
3，十五年前，我在一个村小，还有一个
“我们喜欢你”
张家港市第三中学 邹丽琴
文章来源：
周六，口语兴趣小组的课堂上。
对话交流、情景表演之后，为扩大学生的词汇量，帮助学生加深理解，我努力将一系列形容词形象化。面对七个班的六十多位同学，我踮起脚尖添加自己的海拔高度，抚着一个小不点的头，演示着tall—short的“落差”；刚擦完满脸的汗水，体会到hot的程度，转眼又瑟瑟发抖，展现了不胜的寒冷——cold；让一个清纯可爱的小女孩扶着我，——一个弯腰蹒跚的龙钟老太，young与old的对比，则表现得淋漓尽致……。学完一曲old Macdonald，孩子们的脸上已写满快乐与满足。师生正要道别goodbye的时候，几个女生突然喊道：“老师，下次是你来上课吗？”“不是，轮到我休息。”我话一出口，只听全班一声“唉”，不少人脖子一歪，一副泄气的样子。不等我询问，孩子们已大声叫起来，“你来上！我们要你上！我们喜欢你！”
我一楞，惊讶着学生们的直率坦白，一股热流直涌心底。已经很久了，只觉繁繁琐琐，忙忙碌碌，忘了这世界还有感动。一句“我们喜欢你”，唤回了久违的生动与欣慰，拨响了我心灵深处最凝重的琴弦。
“我们喜欢你”是对老师的最高肯定。不管你损伤了多少脑细胞，不管你花费了多少时间，也不管你倾注了多少热情，教学的最终目的是让学生“学会”和“会学”。喜欢是兴趣的出发点，兴趣是学习的原动力。有了喜欢，学生才学得轻松，学得愉快，学得有滋有味，进而乐学、勤学、善学，达到学习与教育的事半功倍。
“我们喜欢你”是对老师的最好回报。我们毫无保留地为学生付出，深感于教育过程的艰辛和广种薄收。而情感的交融从来不是单向的，及格率、优秀率的上升是回报，殊不知和谐良好的师生关系、纯真美好的师生感情含金量更高。活在孩子们的喜欢里，活在孩子们的期盼里，还有什么比这更幸福、更美妙？
“我们喜欢你”是对老师的最佳激励。孩子需要赏识，老师又何尝不是？一句“我们喜欢你”，令年届不惑的我心旌摇动，神采飞扬，所有的工作更加用心，迈向课堂的脚步也格外轻快。肩负着赏识，你得快马加鞭、百尺竿头；拥有了信任，你千万不可伤了他们，负了他们，误了他们。抓紧时间充实自己，用最先进的科学知识武装自己，不断探索最适合的教育方法和途径，当好先锋，做好向导，让彼此生命的活力发挥到极致！
一句“我们喜欢你”，让我感动至极、感慨万千。孩子们依恋我、拥戴我，而又包容了我多少不足！为了这一句，为伊消得人憔悴，衣带渐宽终不悔，我会马不停蹄！
一生何求？——只求捏粉笔的日子里一直讨学生喜欢
文章来源：http://www.zjgedu.com.cn/newdjg/blog/blog.asp?name=zouliqin
[教育叙事]今天的作业是没有“作业”
丛林人 发表于
文章来源：
又到周末，上周五的物理课上，按照惯例自然要布置一些双休日的回家作业。我故意抬高声音说：“今天的作业是……”，同学们马上拿出作业台帐开准备记录，顿了一顿，我说：“……是没有作业！”，学生们一片欢呼。
看到这个场景，不知为什么，我心里有一种说不出的感觉和滋味。
今天不布置作业，主要是考虑一章刚刚测验结束，试卷也已讲评结束，本周也没有上新课，确实也没有什么作业好布置的。同时，感到一章学习下来，学得好的同学与学得差的同学之间的差距实在太大了，这种差距，超出了由于正常的智能差异所造成的差别。即使再发一张试卷练习，这种差距也还是不会缩小的，永远存在。因为，学得不好的同学，他们仅仅把按时完成老师布置的作业作为学习的全部内容，一旦作业完成交给了老师，他们便再也不会学习了，整个是一群“任务驱动”理念的忠实信徒。
于是，我又说：“我不布置作业，你们真的就没有作业了吗？（指物理）”，全班大部分同学是一脸茫然，不知道我葫芦里到底卖的什么药。几个胆大的同学甚至说，郑老师，你就别卖关子了，是不是要我们回去准备什么上课的材料，还是要我们写学习总结，或者是要做什么观察或调查。我说：“我真的不布置任何任务。”
同学们大多低下了头，有的开始冥思苦想，揣摩我的意图。我接着说：“如果我再发一张讲义，那些第六章没有学好的同学就能够提高了吗？前面我们其实已经做了不少的练习，可有一些同学怎么还是没有掌握呢？请同学们想想，这是为什么？这就是我今天不布置作业的原因。”
我继续说：“我不布置作业，不等于大家没有什么可做。其实，有些学得不理想的同学，你要拿前面做过的练习好好的消化，把书上的知识点再认真地温习温习，比任务观点地再做几张练习要好得多。下周我们找会几个同学了解你双休日的收获的。而那些已经学得比较好的同学，则可以利用双休日读一些有益的课外书来扩大自己的知识面，为以后的更高要求的学习和挑战积蓄力量。因为，学好几本教科书，会做几个难题目，决不是学习的全部。如果仅此而已的话，你的学业也是很难走得远的。”
初二同学，不知能否听懂我这番关于学习“理论”的大“道理”？但是，我觉得，不管怎样，这是我对学生的一点希望。
本周一，我找了几位学生了解效果，有一些同学领会了我的意图，在双休日整理好了开学来的学习资料，对做过的题进行了消化，并且感到确实有收获，在物理课上我请他们几个在课上介绍了经验体会。当然，也有一些同学没有行动，对我的调查也很感意外。
新课程方案已经全面实施，可分明仍旧感到教得有点累，学生也似乎学得不轻松。
我的叙事－＂长征＂
到张家港，经历了两种“长征”:一个是给教师上课，另一个是 “长征”的活动来源于IBM公司的教师培训活动。在200４年，我跟 一年后的今天，我来到了美丽的张家港，来到了许多优秀的老师中间。我知道，我面临着两种“长征”一是要和许多优秀的校长，老师一起探讨教育叙事研究。这些老师教学经验丰富，知识渊博，我不知道我是“死”在征途中，还是 教学过程让我记忆深刻，各位老师在讨论过程中的发言让我久久不忘，张老师，孙老师，郑老师，郭老师等的精彩故事让我久久不能平静。他们对教育的思考，对教育的探索让我感到非常欣慰。 另一个“长征”是在室外进行。大家和我一起经历了爬雪山，过草地，过独木桥，经历险阻，最终到达目的地的场面，也完成了另一个“长征”。但不知多年后，老师们是否能记起我们曾经一起扶持前进？ 这次的“长征”还得到邱馆，蒋主任的热心招待，得到了
March 17, 2005
请大家一起来作答
在看庄老师的Blog时，看到
你经常写BLOG吗？
如果经常写，为什么？你为什么经常写？你主要写什么？写的目的是什么？这个过程中你感觉自己有什么变化？
如何不经常写，为什么？是没有时间？还是觉得可写可不写？还是觉得没有什么东西可写？还是没有条件写？
如果你没有自己的BLOG站点，你去访问过别人的BLOG站点吗？什么感觉？
你是如何记录教学过程中的重要发现？如何去升华它？如何去表达？如何去分享？如何去碰撞？
你把自己瞬间的火花记录保留让它在必要的时候再放光明了吗？还是随时间流逝而让它渐进湮灭？
你的身边有你的学习偶像或者学习榜样吗？你去跟踪你的榜样的了吗？有不同类型的学习榜样吗？你跟你的榜样互联了吗？你经常跟你的榜样进行交流和接触吗？他们跟你有哪些不同的地方？你是如何从中获取精神的力量？你是如何跟进他们的思考？你是如何维护与榜样的联络？你是如何去发现新的榜样？
你是如何跟你的同伴分享心得和思想的？你是如何管理和维护跟他们的联络关系的？你是如何记录与他们交流过程中的信息以让它能够持续地生成不断地丰满？
文章来源：http://blog.online-edu.org/zxl/
February 27, 2005
呼唤二次加工的教育叙事！
在浏览陆李松老师的＂吾日三省＂时看到了海盐县中小学新课程 “教育叙事研究” 集2004,上面的教育叙事深深吸引着我，这让我想到今年来教育叙事报告已经越来越多，如何才能让这些案例对其他更多的老师的教学有用？
教育叙事报告越来越多一方面是好事，这表明许多老师已经开始走向研究型之路，但另一方面，由于报告太多，更多的老师在查找自己需要的教育叙事报告时却不知道在哪里。一边是有如汪洋大海的教育叙事报告，一边是教师找不到自己需要的内容，是到了对教育叙事进行二次加工的时候了，要不越来越多的教育叙事报告有可能成为富含知识的垃圾！
如何加工？最简单的方法就是把按照一些主题，按照一些学科或者按照其他方式进行归类，更好的方式还在思考中
沈荡镇中心小学 叶丽华
课堂上，是死一般的沉寂。我不由地提高嗓门问：“还是没有人举手吗？”回答我的还是那一片沉默。我扫视了一下讲台下我的学生，他们有的正无所事事地玩弄着手中的笔；有的把头埋在了课桌底下，大概是怕我叫到；有的装出一副苦思冥想的样子；还有的不时把头抬起来，飞快地瞥了我一眼，又马上把头缩到书本后面，一副惶惶然的样子。我真是有点怒不可遏了：“这些学生，我花了那么多时间启发他们。他们竟然还是一副漠然的样子。真是孺子不可教也。”我把书一甩，丢下一脸愕然的学生，怒气冲冲地走出了教室。
回到办公室，怒气渐渐地平息下去。我思索起来：“六年级学生上课不举手是司空见惯的事，但这不举手的原因究竟是什么呢？我还从来没听过学生的心里话。今天，何不趁这个机会听听他们是怎么看待这件事的。”正好，课代表进来请我去上课。我便布置了个作业——我为什么不举手，写写自己不举手的原因。
不到一节课的时间，课代表抱着作业进了办公室。由于没有我在场，学生都敞天心扉说出了心里话。
“老师，我不敢举手是因为我胆小，怕说错了遭同学耻笑，更怕您看不起我。”
“老师，上课没举手是我的错，对不起了。但是，老师，在回答问题的时候您太着急了，应该留一点时间给我们思考。”
“老师，我喜欢四人小组讨论，讨论后再说我觉得心中有底，就不害怕了。”
“老师，我觉得您最近越来越严肃了，我害怕。您能经常和我们在一起说话吗？”
“老师，您最近不太爱笑了，我喜欢上课幽默、爱笑的您！”
“老师，您上课老喜欢站在讲台上，我觉得和您有距离，所以不想说。“
“老师，您是不是最近心里不开心？心情不好可以多听听音乐。”
……
读着学生的那一句句情真意切的话，捧着那四十八份作业，我仿佛捧着四十八颗滚烫的心。那一声声的道歉，那一个个的建议，使我的内心波澜起伏：“多善解人意的学生呀，他们知道为你承担责任，他们知道劝解你，而我自己呢？因为身体的不舒适，把这种坏心情带到了课堂，还怪罪于他们。平时新课程的理论说起来一套又一套，可现在却做了个‘语言的巨人，行动的矮子’。什么课堂上要尊重学生的主体意识，教师是课堂中平等的首席。教师要为学生创设平等对话的环境。原来，在学生眼里，我还是那么高高在上的、注重”师道尊严“的教师，而不是学生眼里的朋友，、导师。是我的一言一行无形中拉远了与学生的距离。我还有什么理由嫌弃他们不举手呢？”
我决心和学生进行一次朋友式的谈话。当天晚上，我便给我的学生回了一封信。
同学们：
你们好，首先请原谅老师给你们的答复迟了一点。
今天，我一张张地阅读着每一位同学给我写的心里话，翻着翻着，我心潮起伏，思绪万千。心里的那种种滋味简直无法用言语表达，犹如是置身于大海一样波涛起伏。
吃过晚饭，我在女儿的陪同下去医院挂了盐水，回来后，虽然头晕乎乎地，但我还是抑制不住心中想要跟你们交流的欲望，开始伏案疾书。
首先，我要感谢你们，虽然我弃课而走伤了你们的心，可你们还是那么体谅老师，一声声对不起像重锤一样敲打着老师的心。同学们，你们是那么善良，可老师呢，却因为自己心情不好而一次次让你们失去学习的机会。老师的心里也难受呀！
很多同学说，老师上课太严肃了，使你们产生了一种畏惧感，你们不敢举手发言，害怕老师那威严的神态。看到这里，我仿佛看到了不为我知的另一面，我一直以为自己上课属于亲切型的一类，可你们的提醒让我敲起了警钟，原来，我现在越来越不近人情了。也许，是老师最近身体不好影响了老师上课的情绪，但老师不应该把这种情绪带进课堂，今后我一定注意，我会尽力带着微笑走进课堂。
……
有的同学给老师提了一些上课的方法和建议，看到这些，老师真的有些汗颜。老师做为一个县语文学科带头人，自认为平时上课也有一些办法，外出上课也拿过好几个县市级奖项。可你们却让我感到，现在的学生真的不简单，有头脑，我对你们的了解真的太少了。今后，我一定多征求你们的意见，争取把课上得更好。
还有的同学给我提了一些好的建议，希望我不开心的时候多听听音乐，谢谢这些同学，你们让我感到你们真的很可爱。
同学们，你们给老师提的建议我会尽量做好，但凡事都是双向的，因此，老师也希望你们能在剩下的一个月内，珍惜时间，努力学习，为六年的小学学习生涯画上一个圆满的句号。
各位同学，一次交流，一次沟通，让我认识了你们，也让你们了解了我。希望在这不多的时间内，我们能互相理解，互相体谅，为了我们共同的目标而奋斗。最后，再次感谢同学们！祝大家走好在小学阶段的每一步。
你们的朋友：叶老师
2004年5月15日
第二天，我因开会没能亲自把这封信读给我的学生听。但那天回来，语文课的效果出奇地好：我从讲台上走到了学生中间，学生们都微笑地望着我。每一次地交流，我尽量采取他们的方法，留给他们时间，留给他们机会，留给他们信心。他们的手终于举起来了，连从不敢举手的王赵静也在同桌的鼓励下第一次举起了手。我欣慰地笑了。
后来，我从学生的日记中知道了那节课感人的一幕：“王金燕开始读信了，教室里邪雀无声，这是以往任何时候都没有的场面，每个同学都默默地听着，有好多女同学竟哭了，连最调皮的王敏超也坐得端端正正。听完信后，我们都沉默着，都在想着各自的心事……”
这件事让我深深地体会到：课堂上与学生的对话，最重要的是平等，平等交流，平等沟通。居高临下，盛气凌人，就无所谓对话。作为一个现代的教师，应该清醒地认识到，尽管“闻道有先后”，能力有高低，但教师和学生在人格上是完全平等的。教师只有从高高的讲台上走下来，走近学生，教学过程才能真正成为一个师生平等对话的过程。充满着理解、真诚、信任的师生关系，会促成健康的发展和潜能的发挥。这种融洽的、真诚的、互相支持的关系，能使学生自由地表达个人的想法。有了这种师生关系，学生的手还能不举起来吗？
现在，我很想对学生说：让我走近你！走近你探寻的目光，走近你渴望的心灵，走近你的烦恼，走近你的迷惘，并为你送去一束阳光，一缕和风，一丝春雨。实际上，我已经没有机会再都这批学生了，已经没有机会走近他们了。所幸的是，我还会有一批又一批新学生。
谁能难倒老师？ 城郊中心小学 陈雪娟 |
“下周二要进行古诗诵读比赛了，这节课，我们还是自己背古诗吧！……”没等我把话讲完，全班几乎都“啊”的一声，随后轻叹，“又要背古诗了……”学生们显出了一幅没胃口的样子。望着学生们无精打采样子，无奈的眼神，我灵机一动，大声说：“那老师想，让你们来考考老师，难倒老师好吗？”“好！！”全班一阵欢呼。 “请大家就四年级的古诗的内容出几道难题，考考老师，让老师也答不上来。但是老师有一个小小的要求，你的难题出好后，后边要附上正确的答案。”学生们听后又是一阵雀跃。 于是，学生们迅速拿下白纸，翻阅着古诗书，对这那些“诗仙”、“诗圣们”难读拗口的诗句表现出了从未有过的热情。教室里立刻活跃起来。有的翻书冥思苦想着，有的抓耳挠腮，有的急着与同桌商量着……“这道太简单，陈老师一定知道。”“不行，我要出道难一点的。”不经意尖，学生吐露了心声。好象要洗刷以前不公正的“教师考问制”。 我下去巡回着，可让我意想不到的是，当我走到学生旁边，低头想看看他们的出题目的水平时，学生A下意识地把所谓的试卷遮掩起来朝我笑笑：“天机不可现露哦！”“老师，你不可以偷看的。”旁边的学生B附和了一句。是呀，我要以实力战胜他们，我怎能去看的。蓦然间，我感觉学生们对出题目考老师有着一种特别的神圣感。这么一次小的权利，学生也表现出了难以言状的认真与投入。可见学生对老师出试卷，他们做的思想给腻了，他们也需要一定的权利，一定的自由…… …… “可以考我了吗？”紧张的20分钟后，我问学生。 “可以。”学生几乎异口同声。接着学生争着举手，都想第一个难倒我。 望着学生兴奋的样子，我又来了个锋回路转：“老师肯定不能在这最后的十几分钟时间内，接受全班同学的考问。时间不允许，对吗”“对——”“那好，我想请大家以四人小组为单位，共同商量评选出一道最难的题目，来难倒老师，但你的答案必须是准确无误的，好吗？”“好——” 学生们开始分组讨论，然而他们的讨论是那样的轻声，惟恐露了馅，被我知道；有的则为了答案争得面红耳赤；有的还在默默思考……看着孩子们的专著与投入，我一阵窃喜，我的目的达到了。 …… “现在开始考我！” 话音刚落，小组代表把手高高举起。我打开投影仪，在大屏幕上显示了这些难题，开始应战。 “请你背一首描写战争的诗？”第一组代表飞把最难的题目亮了出来。 “《出塞》，*********”读了题目，我不假思索地背诵着，轻而易举地过了第一关。学生一阵喜悦。“跟你说老师知道的，你不幸，看没有难倒老师。”见我没“出丑”，这组同学开始相互埋怨，不免有了一点遗憾。我笑了笑。 “哪首词含蓄地抒发了词人爱惜自己青春年华。”第二组代表静得意地向我发起进攻。我见同学高兴劲儿，故意抓抓头皮，做出一幅很难的样子。学生发笑。我清了清嗓子说道：“《如梦令》”“答对了！真厉害！”学生静表扬了我，紧跟着是一阵佩服声，“不愧是陈老师。” …… “我来，你们的太简单了。”第5组代表陈满有信心地说：“请老师说说‘唐宋八大家分别是谁？’” “苏轼、苏洵、苏辙、欧阳修、王安石、韩愈、柳宗元”我一口气说了七个，学生也挺激动的。帮着我数，一、二、三、四…… “还有一个是？——”我迟疑着，全脑子搜刮着，可怎也想不起来。“zeng——zeng……”看我答不上来，好心的学生开始提示我。“曾巩！”“也”学生欢呼。“卡壳”没有了，我又顺利过了一关。“勉强过了，没难倒，难倒老师还真难！”有学生在下边感叹，我又笑了笑。 …… “谁能出一道真的很难的，能难倒我的？”我还是沉着地挑战着。 “不——能。我们都知道，老师您肯定都会！”学生很信任我，给了我极高的赞誉。一阵沉默后，一手举起来。 “请老师说出5句带有桃花一词的诗句。另外的带花名的诗句会说吗，说对一句给一分？”第六组代表婷（班长）镇定地向我攻击。 “哦，带桃花一词的，另外的带‘花’的，还说是说一句给一分，真厉害！”我故作严肃地强调着问题，心理不觉升起一种自豪，学生很有潜力，还会融会贯通。我真得难以相信是学生出的，题目很有水平，出题时，学生也是花了一番工夫，动了一番脑筋。 “呀，同学们出题的水平真是高，老师答不上来，真得被你们难倒了。谁能帮老师一个忙？”我犹豫了一下，有点难为情地向学生“求助”。学生纷纷举手，命题人一口气说出了十来句。“小王老师，你真厉害，我要拜你为师。”顿时，教室里响起了雷鸣般的掌声。 …… 很快，下课铃声响了，可学生们还沉浸在“考我”的气氛中。班级中洋溢着浓浓的研诗风。 回到办公室，我的心却久久不能平静。同样是古诗内容，要让学生自己背，自己默，学生感觉索然无味，相反要学生出题考考我，学生是兴致盎然。传统的作业方式，习惯了的师问生答的形式，学生也不感兴趣。今天，为了达成学生对古诗的内容的巩固，我让学生在自主的阅读、诵诗中提出问题，解决问题，学生思维活跃，很乐意做。这不正是性课程所追求的生生合作、师生合作互动的练习过程吗？做的过程中，学生也体验到了做诗，练习的快乐。这期间，我只不过是换了一种练习的方式而已嘛！ 新课程强调教师要转变学习方式，给学生充分的自由，让学生在无度的空间中发展自己的个性，从而促进学生自身发展。平时，我们不妨也来一点转变。换一种学习方式，换一种练习方式，换一种答题的形式，换一种作业形式，换一种考问的方式……多几个“谁能难倒老师？”或许，我们教得将更轻松，学生学得将更快乐！ |
……
February 14, 2005
北京永乐中学教育叙事
老师，你为什么只对我凶？
他是我班上的一名学生，他个子矮矮相貌平平，起先我对他不怎么在意。记得刚开学时，有一次我问他是左撇子还是右撇子，结果他回答说是上撇子。他的回答让我认为他是一个有点傻气的小男孩。他以后的表现也证实了我的推断。刚开学时他还能勉强完成各科的作业，可是时间一长，他做平时作业开始力不从心了，区里摸底测试，学校九月月考，学校期中考试更是让他泄了底：三门主科考试成绩不足20分。虽然我不会因为成绩差的原因而厌恶学生，但是我也不会去喜欢一个看来没什么长处而且成绩又很差的学生。
我真正开始厌恶他是在开学两周后，我发现他上我的课老是和同学闹，我一说要惩罚他，他不是说皇帝陛下饶小人一命就是说黄军大人他是良民这种话，十足的奴颜婢骨，令我十分反感。我越说他他就越变本加厉的在同学面前表现，他和我说话时弯着腰晃着头，晃得我满眼都是他眼角的大痦子，十成十的汉奸像。九月月考后，我因为他成绩太差就去他家家访。通过和他母亲的交谈，我知道他和别的孩子不一样，他的身体不好胆子又小，一受惊吓就全身不受控制乱抖。知道这些事以后我开始试着不理他，可我越不理他他就越来劲，有一次他甚至指着我的鼻子叫着我的名字让我向大日本黄军投降，否则就死拉死拉的。我是又急又气，急是怕我控制不住自己的火气冲他发脾气把他吓病了，气是我整天都被这么一个“汉奸”缠得脱不开身。
我为什么只对他凶？虽然我有时也对班里的淘气包们大发雷霆，可是没有一个淘气包觉得我对他们很凶。他们上数学课时积极回答问题，下课后积极同我交流，还和我开几句无伤大雅的小玩笑。我想我只对他凶，别人如果给我分析原因可能是因为他成绩不好，我潜意识里有种厌恶感。但我知道这只是最表面最简单的理由，其深层次的理由还有三个：一，老师的爱好与学生的爱好冲突。他崇拜日本文化，包括日本侵害中国利益的文化。而我是看着电影《地雷战》，《地道战》，听着《大刀向鬼子们的头上砍去》，津津乐道着《烈火金刚》里的肖飞买药，《小兵张嘎》里的张嘎烧炮楼长大的。我对他就是道不同不相与谋。二，老师的性格与学生的性格不相容。我总觉得他不像个男孩子，胆子也特小，怕天黑怕女生欺负。而我特别喜欢生活和艺术里的英雄，喜欢他们不畏艰险不怕牺牲勇于负责顾全大局的精神。性格的冲突造就我和他的隔膜。三，我没有认真的去了解这个孩子，特别是他的优点。如果我不认识到他的优点，即使我对他笑，我的笑也是强笑假笑虚伪的笑冷漠的笑。
认识到这些原因，我开始改变我对他的相处方式。首先我去尊重学生的爱好，承认存在即合理，认为他无论喜欢什么都是他合理的选择，并且对他某些选择加以引导。我和他谈话时不再将日本说得一无是处，我和他谈日本的军事，日本的科技，日本的明星，最后我再说日本给中国和亚洲其他国家带来的不良影响。尽管他不能听懂我所说的每一句话，但是我相信他看懂了我聆听他说话时认真的态度，听懂了我说话时不带个人喜恶实事求是的评价。其次，我尝试去接纳他的性格，气质是先天的，性格是可以培养的。他的性格越是不像男孩子我就越应该以一个男孩的标准要求他。我每次要求他做什么事时总是对他说：男孩子应该……好了，你现在就去做……现在他仍然怕黑，不过他做值日比别的同学都积极，要知道原来他可是一到做值日就逃跑呢！最后可能也是我改变对他态度最关键的一点，我竭尽全力去发现他的优点。我冷静地问自己：他学习成绩好吗？不好。他热爱劳动吗？不爱（现在喜爱）。他乐于诸人吗？他能力较差，经常是别人帮助他。他团结同学吗？同学们不喜欢带他玩……我自问自答了很多话，很难找到他异于常人的优点。这时我想起了一句话：你不能发现你身边的人的优点吗？其实他（她）活在你身边已经是他（她）最大的优点了。是啊，他是我身边活生生的人，他是我的学生，这难道不是他最大的优点吗？我释然。
February 06, 2005
David的介绍和博士论文
David 的主页
David博士论文：
School Stories: Weaving Narrative Nets to Capture Science Classrooms （学校故事：编织叙事之网捕获科学课堂）
February 05, 2005
The power of narrative : transcending disciplines(叙事的力量：超越学科）
文章列举了叙事在教育，医学等中应用的案例，阐明了叙事的巨大作用。
一个在医学中应用叙事教学法的案例：
The following scenario journalled by a student illustrates the use of critical processes as she captures the uniqueness of perioperative nursing, a world behind masks:
The surgeon stared at me with eyes that could have pierced glaciers, no warmth and no smile in them ... maybe he was concentrating. Standing there scrubbed, my eyes shifted quickly to seek out another pair ... the next set were just as bad, they were serious and cold ... I felt their tension. I stood motionless, my eyes darted around. I was shopping for silent conversation from eyes that were affirming, eyes that could tell me that 'it's OK'. Where are those bloody eyes? Then I looked down at the patient. She was pale and tiny. Her eyes weren't sparkling ... they were moist,cloudy and grey ... full of fear ... The surgery begins. I look at the surgeon, the scout, my trolley I need confirmation. I watch the surgeons eyes watching me, I stare back, he raises his eyebrows, not in a puzzled manner but in a comforting way ... Ah ... I'm relieved ... I must be performing OK ... then I remembered the patients eyes.
The student shared this journal entry in class with peers who were also students working in the operating theatre. The challenges, questions and probing that their discussion generated led to the student's subsequent journal reflection:
In thinking about the meaning of my story ... The eyes of theatre are powerful. They communicate emotion and hide no truths. I thought about how many times eyes, without verbal communication have been instructive for me. For example, eyes have told me that I've assembled the finichietto retractor back to front ... Eyes have said that your trolley and Mayo stand are the best set up in town ... Eyes have also told me that my 8 questions about the surgical procedure are just about enough! ... I thought about all the cues that I get from my patients' eyes. They tell me about their fears, their strengths, their apprehensions, their vulnerability ... How does my gaze communicate messages to my patient? Are my gazes caring? Do I say with my eyes, 'it will be OK?'... 'You're in safe hands' ... 'I care about what happens to you'. Do they convey a sense of security, empathy, comfort, hope ... Perioperative nurses should never underestimate the power of their gaze , especially in a world behind masks.
Obviously the use of narrative in this subject serves a number of purposes. Firstly, there is a certain moral force that evolves from critically reflecting on nursing stories. For example, through the close examination of nursing situations, nurses can better understand humanistic, caring traditions and what it means to be responsive or connected as they try to articulate an ethic of care. Secondly, narratives in nursing offer a framework for understanding people because they expose how experiences are endowed with meaning. To this end they are helpful in learning about thinking. Thirdly, stories value the student as narrator, recognising observation, knowing and expertise. In brief, narratives provide an important link between nursing practice, ontology and epistemology. The final comment is best made by another student in the course:
... writing about stories from everyday nursing situations gave me the chance to study, understand and learn from my practice. Sharing stories also opened my eyes to the incredible resourcefulness of my peers ... we helped each other see the possibilities for influencing our clinical world ... for me that's pretty powerful.
感受：
……My own ideas are growing. After re-reading former entries I feel I have increased my skills in critical and lateral thinking. Some of my prior ideas were so naive. It's sad because I've written a lot of unimportant ideas focussing on what I thought you wanted rather than what I needed to write. The students I teach must do this as well.
文章来源：http://ultibase.rmit.edu.au/Articles/dec96/gartn1.htm#Introduction
The power of narrative : transcending disciplines
Authors: Anne Gartner, Gloria Latham, Susan Merritt
Royal Melbourne Institute of Technology University
Keywords: Education, nursing, urban studies, social science, narrative, autobiography
Article style and source: Peer reviewed. Original ultiBASE publication.
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Contents
Introduction
Urban studies
Education
Nursing
Conclusion
References
Telling our lives as they happen to us is a pervasive activity in the social world. Through stories we value personal history and make sense of our lives (including our teaching and learning). It was in making sense of individual educational practices that the three authors came together to demonstrate the interdisciplinary potential of narrative, drawing on subjects offered in urban studies, education and nursing.
Introduction
Academic culture has been undergoing a shift in thinking from traditional models of education which are teacher focused and concerned with 'disseminating knowledge' to new models which are learner focused and which value 'making learning possible'. Embedded in this shift is the realisation that teaching means more than instructing and performing and disseminating knowledge, and extends to providing a context in which students can engage productively with subject matter. This change of thinking is informed by research on student learning which emphasises the need for teachers to concentrate on what the learner does and why the learner thinks he or she is doing it, rather than on what the teacher does (Ramsden, 1992). It also recognises the importance of the social context of learning and the need to integrate knowledge with its practical use. At the heart of this approach lies the ability to engage students with the curriculum. One technique for stimulating learner-focused activities, which has not been fully explored in tertiary education, is the use of narrative inquiry, reflection and critical analysis of learning.
For the purposes of this article we are using narrative in Beattie's sense,
. . . to describe and represent the human relations and interactions inherent in the complex acts of teaching and learning, and to validate their multiple realities and many dimensions. It allows us to acknowledge that educators know their situations in general, social and shared ways and also in unique and personal ways, thus validating the interconnectedness of the past, the present, the future, the personal, and the professional . . . (Beattie, 1995)
Intertwined in their knowledge base, disciplines contain a complex, historically developed set of narratives that demonstrate concerns, knowing and practices that preserve those disciplines' uniqueness. These stories are part of a rich tradition of socio-cultural knowledge and practical 'know-how' and are instructive for communities of scholars and practitioners who study them. They reflect the situated understandings and actions that are context specific for that discipline and they respect the storyteller as an embodied knower within the cultural dialogue of that discipline.
The applications for narrative in an academic context are as varied as the stories themselves. Narrative enquiry gives permission to learners to tap into the tacit knowledge embedded in their experience as well as to learn from each other in the process. It also serves as a springboard for dialogue about the deeper issues of their professional discipline that may not be easily illuminated through other methods. Because narratives rely strongly on communication and relationships, they can facilitate connections between people and create a sense of 'shared history'. Thus the environmental context for learning becomes one that supports the strengthening of collegiality and collaboration, and builds self esteem (Lindesmith, 1994 ).
Overall, narrative approaches to teaching and learning provide the basis for both entering practical worlds and understanding socially embedded knowledge. This diverges from the traditional model where there has been a tendency to devalue the information that students bring to the learning situation. Consequently, a central theme of the article is that validation of knowledge by peers can provide a heightened sense of awareness and a new basis for reflective practice. Examples from the fields of urban studies, education and nursing are analysed to demonstrate how narrative has been employed to successfully draw out, organise and communicate knowledge that is central to those disciplines.
Urban studies
In the early 1980s I was studying as a foreign student in a housing course in Denmark with a group of students from Tanzania, Sudan, Spain, Ireland, Colombia, India and Turkey. A guest lecturer set an exercise based on Clare Cooper Marcus' environmental autobiography. The aim of this exercise was to draw and describe 'a personal history which includes the environment as a major actor in the cast of characters' Childhood City Newsletter, 1978, p1.
One of the significant places I recalled was a beach, a long walk from my house in the bayside suburb in which I grew up. Since I had become an inner city resident I had not visited this beach for many years. When I started to draw, to my surprise, I found that I could easily map the nooks and crannies of the beach, the sea life, the rocks, the changes in texture of the sand, the nearby houses and life saving club and the impact of the changing tides (when part of the sand became impassable). I was very surprised by the detail I could recall of several kilometres of beach; forgotten layers of memory emerged effortlessly.
The biographies were later compared in class, providing an excellent basis for cross cultural comparison. A great deal of the material contrasted with my Australian experience. For example, Tom from Tanzania drew the men's and women's communal houses in the village he came from. The male children lived with the women until they turned seven. Tom described in detail his emotional and physical memories of having to move to the men's house on his seventh birthday. He described how long the journey felt, how he knew he would never return to his mother's closeness, the texture of the dirt under each step, what he saw on the ground, where the sun and shadows were and how this transition was a significant life event.
When I returned to my work at RMIT an adaptation of Clare Cooper Marcus' autobiography was used in the Faculty of Environmental Design and Construction with first year students in a cross disciplinary subject, Environmental Context (Gartner, 1993). The lecturers found that this was a very useful introductory exercise for students in built environment courses such as architecture, planning and building. It achieved a number of valuable educational outcomes which researchers in the USA had previously documented. The Australian autobiographies revealed the importance of outdoor places and spaces for children, the need for hiding-places away from the adult world and the way in which settings from the past affected current environmental preferences (Cooper Marcus, 1975; Childhood City Newsletter, 1978). We usually displayed the autobiographies in class, giving students and staff time to appreciate the range of significant places identified and the methods used to convey the information (a form of spatial problem solving in itself). Excerpts from a biography of a well travelled student with strong environmental values are shown below.
From a student point of view the autobiographies revealed similarities and differences in upbringing and spatial experience, life journeys, scale of perception of environmental detail and presentation styles. Some students expressed some initial hesitation about their drawing ability, which they generally overcame. International students were concerned about including built environment features which were very different to Australia, and the strangeness of such a task at tertiary level. However the viewing of the finished work heightened students' awareness of their own, and others, environmental histories, and conveyed a lot of information which did not necessarily emerge from more traditional orientation activities.
From a lecturer's point of view many facets of student background became clear through the autobiographies. Regardless of whether students came from Melbourne, other parts of Australia or overseas, the autobiographies provided a range of cultural references and comparisons which could be drawn upon in later classes. Much raw data about landscape, different house types, recreation spaces, city layout etc. pointed to the richness of environmental experience in each class, from lives firmly anchored in archetypal suburbia to traumatic experiences of war-torn cities. The autobiographies also revealed gaps in understanding of the built environment, common themes of environmental perception as well as students' ability to reflect on their own material.
Marcus and other researchers have noted the value of this kind of environmental exercise (Cooper Marcus, 1975; Childhood City Newsletter, 1978). The autobiographies:
provide a way to review the past with a specialised focus,
externalise the individual experience and allow it to be shared,
enable personal and theoretical materials to be integrated in the process of research and reflection,
reveal the incredible repertoire of personal experiences which can be understood, tapped and communicated,
increase both an awareness of self and a connectedness to larger communities and culture, and
have an interdisciplinary core which can be shared between teachers and students.
More specifically in relation to prevailing internationalisation strategies in the tertiary sector, reflective biographical exercises identify a wide range of cultural experience and cross cultural detail which can be shared and valued in a class. In urban studies my students have shared their dwellings, neighbourhoods, significant urban experiences, and perceptions of heritage and public art with little ethnocentric interpretation. International students may sometimes need a little reassurance to present houses and environments different to the Australian dream, and may have cultural difficulties in framing a piece of work with themself at centre stage. However through this exercise they learn very quickly from fellow students about Australia's built, urban and natural environment - the context for much of their course work. In turn the local students broaden their cross cultural frame of reference.
There are many extensions and adaptations of this type of exercise which I have incorporated into urban studies teaching and research - the most successful being a housing history which traces generations of family choices and constraints about shelter and housing. Part of an individual family housing history from a Social Science elective, The Great Australian Dream - Housing Issues and Policy is shown below. The biography incorporates an understanding of core concepts about housing (tenure, demographic change, residential choice factors) and demonstrates an ability to synthesise, structure and organise ideas linking an individual's experience to the housing market. Factors influencing my family's housing situations have varied, but mostly revolve around the need to be close to work.
The first example of this is the house my paternal grandfather was born in, in Lord St. Botany, NSW. My great grandfather had moved his family there from France a few years prior to my grandfather's birth. He had been asked to manage a wool-scouring mill, and the house was provided by the company.
"Sorrento", at the other end of Lord St, was also provided by the mill, and was bigger and better than the first house.
My paternal grandmother grew up in Pemberton St, Botany. Her family owned land in the area and the street was named after the family.
My grandparents' move to Merewether (a suburb of Newcastle) was so that my grandfather could teach at the technical college there. The TAFE system at the time was arranged so that teachers spend a certain amount of time teaching at a country location (which Newcastle then was) in order to gain promotion.
The move back to Sydney, to my Grandmother's family home, was so that my grandmother could be with her father after the death of her mother. Once he retired, my great grandfather's land at Botany was subdivided and sold, and my grandparents moved to a house in Carlton (NSW) that was also owned by my great grandfather. After his death, this house was sold as part of his estate, and my grandparents built a house in nearby Kogarah Bay.
My maternal grandfather lived in his parents' house in Campsie until buying land and building a house in a new housing estate at Kogarah Bay, two doors from where my fathers' parents would build eight years later. His reasons for building there were so that he could have his own house for his family.
When my parents married, they moved out of their parents' houses in Kogarah Bay into a rented flat until they could afford to buy in Engadine, in Sydney's far south. Our family lived in this house until 1994. (My sister moved to Randwick in 1993 to be closer to her work, which was a one and a half hour trip from Engadine by public transport.)
We moved to Berwick at the beginning of 1994 when my father's employer shut down their Sydney operation and expanded in Melbourne. Our house in Berwick is named "Sorrento", after the house in Botany that my grandfather grew up in.
My interest in the type of learning encouraged through exercises with a biographical focus has led me to clarify my values in relation to teaching. Reflecting on my work in Australia since I returned from Denmark, after the experience of being in a 'foreign students' department, has made me aware of the potential contribution of drawing and image based narratives in the Social Sciences.
Education
In recent years critical and social theorists in such fields as philosophy and psychology have challenged notions of what it means to own a body of knowledge and to be able to put that knowledge into practice. For example, Howard Gardner (1993, p.3) informs us that students receiving honours degrees in physics have difficulty solving basic problems when presented in a way slightly different from the original. I wondered what this said about 'knowing' and how teachers and students might be helped to know more?
In pursuit of this wondering, my students and I began documenting classroom narratives and working with journals as a means towards bettering teaching and learning. If classrooms are laboratories, lecturers and students become researchers observing, recording and reflecting upon the nature of their study. I believe that the use of narrative is a powerful tool in the laboratory as it provides a basic metaphor for understanding human experience. There is immense value in making classroom events explicit and narrative provides us with a sound means of accomplishing this. As Bruner (1986) suggests, one constructs oneself autobiographically because there is no other way of describing experience. In the centre of the word biography is the word 'bios' or life (Brady,1990). It is the course of one's life.
As my students and I record in some detail our life stories as learners, 'Maybe it was Mum's influence that developed my reluctance to write . . .' and our classroom stories as teachers, 'The sea of faces before me both terrified and excited me at the same moment . . .', themes emerge, chapters are formed as complete entities or as incomplete fragments needing additional work. 'I'd like to revise my entry on the 22nd. I now believe . . . '. With these fragments we try and write actions which we will undertake in the future, 'I will work on questionning techniques and learn to break through the wall of silence'. The strategies employed in teaching take on relevance because they have been removed from the normal flow of events and heightened with attention paid to the purposes for undertaking the practices. The tacit decisions made in the classroom are scrutinised and reflected upon. Narrative has the power to clarify as well as to raise important epistemological and theoretical issues which need our constant attention. Clarification often occurs when students reread and make comments upon sections in their journal:
My own ideas are growing. After re-reading former entries I feel I have increased my skills in critical and lateral thinking. Some of my prior ideas were so naive. It's sad because I've written a lot of unimportant ideas focussing on what I thought you wanted rather than what I needed to write. The students I teach must do this as well.
Issues were raised through class discussions, shared journal responses and through personal experiences. Often the issues were unearthed as powerful metaphoric images such as likening teaching to a dream catcher (illustrated and described below):
The net is the content, a jumble of unrelated ideas. The stronger threads are the connections between ideas. The hole in the middle is the information we let slip through as we have to be selective ....
As well as documenting classroom narratives my students and I have made use of journals as a place to collect and store information and ideas, to expand issues, synthesise understandings and to ask questions in order to one day move toward the answers. It is this exploration of life around us and the manipulation of ideas that I believe is at the heart of learning.
One subject in particular, Reflective Learning and Teaching, has a strong journal component. The subject served to answer criticism often levelled at teachers and indeed many professionals that much of their practice is uncritically and unreflectively routine. Greg Burchall who was instrumental in introducing the component favoured Boud's (1985, p.15) definition of reflection as 'an important human activity in which people capture their experience, think about it, mull it over and evaluate it'. Donald Schon (1983) gives credence to the need for reflection, a meta-cognitive skill in professional practice by examining the way problems are solved in engineering, architecture, management, psychotherapy and town planning. Schon advocates 'Reflection in Action': acting spontaneously in situations which confront us allowing and valuing the personal as it acts along side the professional knowledge and skills. My students often come to reflection and professional journal writing with many preconceptions and biases. Many have not been taught to value their own ideas. In the past, teachers have been critical of them using the 'I believe' position claiming that their thoughts and feelings were of little relevance. I had to begin by giving these students permission to express their beliefs and then in time lead them towards critical reflection. In recent years I have come to value the social nature of the journal and its ability to heighten understanding between learners.
Collecting and documenting teaching and learning enables educators to:
critically question basic assumptions
revisit past ideas and expand them
analyse their own classroom incidents
reflect on themselves as learners
It can be argued that there can be no abstract knowing without personal knowing (Brady 1990). It helps to document the process of acquiring knowledge so it can be understood and then manipulated to suit the ever changing needs encountered.
Nursing
Nurses compile an incredible chronicle of experience that is given expression in everyday stories. Unfortunately, because these stories tend not to be recorded, a rich vein of material for reflection, analysis and theorising nursing practice has not been realised. Similarly the cultural history of nursing practice has been poorly preserved.
Within the postgraduate Certificate in Critical Care Nursing, students undertake a subject, Caring Inquiry and Reflective Practice, which values experiential knowledge. In this subject students research their professional self and nursing practice by using journalling as a tool for data collection. Students contract to journal about their experiences in practice for one hour per week throughout the semester. Their engagement in practice on a regular, weekly basis means that they have a rich source of continuous data to explore and subsequently to examine in class with their peers. In self selected groups of three or four, each member in turn, reads a practice scenario from their journal entry and leads the group in a critical analysis of it. Throughout discussions 'critical peers' play a vital role in providing the necessary feedback that enables group members to work towards becoming critical, reflective practitioners.
To facilitate the development of this role so that new understandings and practice knowledge can be discovered from their narratives, students engage in four structured processes : description, informing, confronting and reconstruction (Schon 1987; Street 1993). All members are charged with the responsibility of developing the skills for each stage in order to critically analyse their narrative accounts.
The first and often most difficult stage is learning to write descriptively. Clear descriptive accounts are essential to provide the necessary data for reflection. The learners immediate task is to provide enough detail to facilitate standing back at a later stage to critically examining their practice. Students have found a series of basic questions helpful in expanding their perceptions of nursing encounters:
Setting : Where was I? What could I see, smell, hear and feel?
Personnel : Who was I involved with and who else was in the range of interaction?
Content of activity : What was I doing and why?
Account of the interaction : What did I do/ say first and why?
What was I thinking and feeling? What happened next?
These questions assist students to overcome the habits of professional shorthand and expose some of the tacit knowledge in practice. Snapshots of practice that freeze the action enable explorations of narratives from different dimensions. Often this will involve bringing to the forefront issues and ideas that have previously been unexamined. This prevents what Street (1991) refers to as 'autopilot', a subconscious mindset of habit, tradition and routine which unfortunately can guide everyday practice. When stories from practice are written freely and descriptively, the taken for granted assumptions implicit in understandings are more readily discoverable.
This second stage of writing, informing, invites the student to reach a deeper level of understanding by asking questions about personal beliefs and assumptions that are implicit in their narratives. What are the theories that inform my practice and does the evidence support my theory? Once theories are identified, students are more open to question the origin of their values and beliefs and to examine their stories for inconsistencies. By 'confronting' themselves in action, this third process enables them to 'reconstruct' their practice. This final process is one of change, change in understanding and/or action.
Armed with the skills of describing, informing, confronting and reconstructing, critical peers use these snapshots from practice not only to give meaning to their nursing situations but also to challenge and transform habitual theories and practices The effective functioning of critical peers in work groups is fundamental to successful outcomes in this subject. They provide the affirmation and social support needed for novices who are being socialized into the professional culture of their nursing speciality and they provide critical feedback to each other on the skill development required to be a reflective practitioner.
The following scenario journalled by a student illustrates the use of critical processes as she captures the uniqueness of perioperative nursing, a world behind masks:
The surgeon stared at me with eyes that could have pierced glaciers, no warmth and no smile in them ... maybe he was concentrating. Standing there scrubbed, my eyes shifted quickly to seek out another pair ... the next set were just as bad, they were serious and cold ... I felt their tension. I stood motionless, my eyes darted around. I was shopping for silent conversation from eyes that were affirming, eyes that could tell me that 'it's OK'. Where are those bloody eyes? Then I looked down at the patient. She was pale and tiny. Her eyes weren't sparkling ... they were moist,cloudy and grey ... full of fear ... The surgery begins. I look at the surgeon, the scout, my trolley I need confirmation. I watch the surgeons eyes watching me, I stare back, he raises his eyebrows, not in a puzzled manner but in a comforting way ... Ah ... I'm relieved ... I must be performing OK ... then I remembered the patients eyes.
The student shared this journal entry in class with peers who were also students working in the operating theatre. The challenges, questions and probing that their discussion generated led to the student's subsequent journal reflection:
In thinking about the meaning of my story ... The eyes of theatre are powerful. They communicate emotion and hide no truths. I thought about how many times eyes, without verbal communication have been instructive for me. For example, eyes have told me that I've assembled the finichietto retractor back to front ... Eyes have said that your trolley and Mayo stand are the best set up in town ... Eyes have also told me that my 8 questions about the surgical procedure are just about enough! ... I thought about all the cues that I get from my patients' eyes. They tell me about their fears, their strengths, their apprehensions, their vulnerability ... How does my gaze communicate messages to my patient? Are my gazes caring? Do I say with my eyes, 'it will be OK?'... 'You're in safe hands' ... 'I care about what happens to you'. Do they convey a sense of security, empathy, comfort, hope ... Perioperative nurses should never underestimate the power of their gaze , especially in a world behind masks.
Obviously the use of narrative in this subject serves a number of purposes. Firstly, there is a certain moral force that evolves from critically reflecting on nursing stories. For example, through the close examination of nursing situations, nurses can better understand humanistic, caring traditions and what it means to be responsive or connected as they try to articulate an ethic of care. Secondly, narratives in nursing offer a framework for understanding people because they expose how experiences are endowed with meaning. To this end they are helpful in learning about thinking. Thirdly, stories value the student as narrator, recognising observation, knowing and expertise. In brief, narratives provide an important link between nursing practice, ontology and epistemology. The final comment is best made by another student in the course:
... writing about stories from everyday nursing situations gave me the chance to study, understand and learn from my practice. Sharing stories also opened my eyes to the incredible resourcefulness of my peers ... we helped each other see the possibilities for influencing our clinical world ... for me that's pretty powerful.
In working with students, I have continued to explore the potential of narrative for stimulating creativity. For example, as part of an assessment for this subject, students use their narratives to identify a dominant theme around which they develop a metaphor for practice. A panel of silk scarves (illustrated below) delicately painted by a nursing student, shows how she has extended her journal explorations of critical care by powerfully communicating detail of patient fragility and fear.
In this way multimedia metaphors can become legitimate extensions of conventional teaching approaches in exploring how teachers and students can think differently. The analysis of metaphor and narrative can reveal what is valued by nurses in their practice and encourage working through problems more laterally. These examples from the subject Caring Enquiry and Reflective Practice illustrate the ongoing process and potential of narrative, which taps into the emotion and imagination of learning.
Conclusion
These different examples from urban studies, education and nursing show the potential offered by narrative based approaches in tertiary teaching and learning. It should be noted that the thematic biographies, journals and multi-media metaphors which have been described cut across more traditional assessment requirements frequently embodied in essays and class papers, and make demands on educators to broaden their approach to assessment. The advantage is that narratives offer a way of linking personal and practical knowledge with professional perspectives, both valuing the learner and providing a strong basis for critical reflection. Educators can use their ingenuity to adapt biographical exercises, journals and metaphors to their own disciplinary fields.
Current budgetary constraints in the higher education sector may well lead away from such humanistic teaching and learning approaches. There is also much current debate whether more flexible delivery modes, facilitated by the internet, email and other computer based technologies, will necessarily lead to less personalised teaching and learning relationships. What ever restructuring takes place it is vital to retain and extend teaching and learning strategies which value experiential learning and 'engagement'.
The authors are continuing to work on these themes and welcome any comment from readers who are keen to further explore the power of narrative.
References
Beattie, M. 1995, 'New prospects for teacher education : narrative ways of knowing teaching and teaching learning', Educational Research, Vol. 37, No. 1 Spring.
Boud, D.; Keogh and R. Walker, D.eds. 1988, Ch. 1 'Promoting Reflection in Learning : A Model' in Reflection : Turning Experience into Learning. London: Kogan Page.
Brady, M. 1990, 'Redeemed From Time: Learning Through Autobiography', Adult Education Quarterly, Vol. 41, Fall.
Bruner, J. 1986, Actual Minds Possible Worlds. Cambridge: Harvard University Press.
Cooper Marcus, C. 1975, 'Remembrance of Landscapes Past', Landscape, Vol. 22, No. 3.
Cooper Marcus, C. 1979, Environmental Autobiography. Working Paper, Institute of Urban and Regional Development. Berkeley: University of California.
'Environmental Autobiography' (1978), Childhood City Newsletter, No. 14, December. Centre for Human Environments, Graduate School of the City University of New York.
Gardner, H.1993, The Unschooled Mind. London: Harper Collins.
Gartner, A. 1993, 'Environmental Context as a journey', ACSA/EAAE Conference: Beginnings in Architectural Education. Prague, May 11-15.
Lindesmith, K. 1994, 'The Power of Storytelling', Journal of Continuing Education, Vol. 25, No. 4.
Polkinghorne, D. 1988, Narrative Knowing and the Human Sciences. New York: State University of New York Press.
Ramsden, P. 1992, Learning to Teach in Higher Education. London: Routledge.
Schon, D. A. 1983, The Reflective Practitioner. New York: Basic Books.
Street, A.1991, From Image To Action: Reflection in Nursing Practice. Geelong: Deakin University Press.
February 03, 2005
Nancy Diekelmann博士：叙事教育法在看护教育中的探索
Nancy Diekelmann认为：
1、Narrative Pedagogy is a research-based nursing pedagogy -- that arises out of the shared experiences of students, teachers and clinicians. It emanates out of my current research utilizing interpretive phenomenology to analyze the lived experiences of students, teachers and clinicians in nursing education。（叙述教育学是基于看护教育学上的研究，这种研究来源于共享学生，教师， 和临床医生的经验）
2、Narrative Pedagogy utilizes phenomenological, critical, and feminist pedagogies along with postmodern discourses to create new possibilities for schooling. The shared experiences of students, teachers and clinicians are described as The Concernful Practices of Schooling Learning Teaching. These practices describe the ways schooling, learning and teaching are experienced and provide a new language for contemporary nursing education..（叙事教育学是利用现象学的，批判性的，女权主义的教学法以及后现代主义的谈话方式去创造学校新教育的可能方式。）
3、Narrative Pedagogy is committed to practical discourse that describes the wisdom and practical knowledge gained through experience in schooling, learning and teaching.（叙事教育学是实用性的论述，这种论述通过学校教育，学习，教学中的经验来获得的智慧和实践性知识。
4、Narrative pedagogy is unending converging conversations（叙述教育学是无穷尽的聚合交谈.）
详细内容请看：
http://www.son.wisc.edu/diekelmann/research/slt/index.html
http://www.son.wisc.edu/diekelmann/research/desktop_faculty/index.html
http://www.son.wisc.edu/diekelmann/about_diekelmann.htm
Schooling, Learning and Teaching: Toward a Narrative Pedagogy
Nancy Diekelmann PhD, RN, FAAN
Helen Denne Schulte Professor Emerita
University of Wisconsin-Madison
School of Nursing
These are times of unfathomable change in higher education. Calls for reform have become commonplace. The literature abounds with a cacophony of voices centered on educational reform through creating, critiquing, or deconstructing pedagogies. Nursing education today is faced with an increasingly diverse student body, nurse educator shortage, more complex and acutely ill patient populations in hospital and community settings and a rapidly changing health care system. Innovation in nursing education is needed to address complexities in both educational and clinical environments. My research in Narrative Pedagogy contributes to developing the science of nursing education. Narrative Pedagogy is a research-based nursing pedagogy -- that arises out of the shared experiences of students, teachers and clinicians. It emanates out of my current research utilizing interpretive phenomenology to analyze the lived experiences of students, teachers and clinicians in nursing education.
This alternative approach revisions nursing education. Narrative Pedagogy utilizes phenomenological, critical, and feminist pedagogies along with postmodern discourses to create new possibilities for schooling. The shared experiences of students, teachers and clinicians are described as The Concernful Practices of Schooling Learning Teaching. These practices describe the ways schooling, learning and teaching are experienced and provide a new language for contemporary nursing education.
Teachers, students and clinicians cannot escape or overcome the metaphysical claims that are within language. But they can seek poetic understandings through the free play of words and meanings that may leap into a new nursing education. The step back I take, is to hold open and problematic the commitments our language of schooling learning and teaching make in our scientific epoch (modern epoch). I seek to return to a common, untechnical and unscientific way of describing schooling, learning and teaching that arises from the community that supports this way of saying. It is recognized this community is simultaneously a part of the scientific and technical community.
History, as students, teachers and clinicians tell of old traditions that they found meaningful and helpful which may currently be lost or forgotten matter in my research. But these traditions (forgotten shared practices) are not brought forward as a romantic return to a previous kind of schooling, rather they are brought into play as explorations that unveil the everpresence of preserving, overcoming and extending the shared practices of human comportment in this the context of schooling.
Narrative Pedagogy is committed to practical discourse that describes the wisdom and practical knowledge gained through experience in schooling, learning and teaching. In my explications of narratives, the insights of science and a rational approach to understanding schooling, learning and teaching are embraced while they are also critiqued for their dangerousness in objectification and use of a will to will or power. Likewise, there will be insights gleaned from shared experiences that reveal the practical wisdom and knowledge. These shared practices will be critiqued for a privileging of language and experience and a use and abuse of language as power. Within this hermeneutic circle, the background practices that are revealed through explications of contemporary schooling, learning and teaching experiences in nursing education will be explored. As the interpretations and explications of these shared experiences emerge (The Concernful Practices of Schooling, Learning and Teaching), the movement will be towards an interpretive phenomenology that reveals the constitutive nature of schooling, learning and teaching.
The questions that guide this interpretive phenomenological exegesis in the context of nursing education include, What is learning? How do schooling, learning and teaching belong together? My current thinking is that they are seamlessly intrawoven and co-found each. Teaching-as-lived is uncovering learning. Learning is always a past teaching. Perhaps learning is the locus where teaching arises from and as such, learning grants teaching such that learning and only learning can occur? These questionings are most meaningfully explored in the context of actual accounts of students and teachers as they come together in schooling situations. In the context of contemporary narratives, the implications of teaching AS uncovering learning are revealed in a way that evokes further thinking while simultaneously proffering practical suggestions and possibilities.
CONCERNFUL PRACTICES OF SCHOOLING LEARNING TEACHING
Gathering: Bringing in and Calling forth
Creating Places: Keeping Open a Future of Possibilities
Assembling: Constructing and Cultivating
Staying: Knowing and Connecting
Caring: Engendering Community
Interpreting: Unlearning and Becoming
Presencing: Attending and Being Open
Preserving Reading, Writing, Thinking and Dialogue
Questioning: Meaning and Making Visible
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From: Diekelmann, N., & Diekelmann, J. (In press). Schooling learning teaching: Toward a narrative pedagogy.
Questions of What is learning? are frequently included in education coursework. There are many paths to approaching learning, including definitions of learning as cognitive gain and changes in behavior. For example, the discipline of educational psychology is committed to asking the question of What is learning? as well as what is teaching and schooling. It is often the case that conceptions of learning become represented, ordered and measured. This conventional approach to understanding learning is helpful and embraced by Postpositivist science in learning and various forms of cognitivisms. Narrative Pedagogy does not seek to assign these approaches to the oblivion but rather to include them in never ending converging conversations that highlight contributions, limitations and dangers. For example, when humans reduce schooling, learning and teaching to a "usefulness" or "utility" there is a simultaneously dangerous practice of assigning values to the types, kinds, conditions and ways in which schooling, learning and teaching are measurable, effective and efficient. In this way, humans become the center and measure of all schooling learning and teaching. Another dangers is that when learning becomes an object of study and is separated from schooling and teaching, it loses a sense of the mystery -- specifically the sacredness that dwells within learning and teaching with or without humans.
Perhaps though what matters about asking the question What is learning? is not the answer that is arrived at. Perhaps it is taking seriously how forgetful humans have become of the worthfulness and meaningfulness of this kind of thinking-as-questioning. But care must be made in this kind of thinking as retrieving the question as a question is also akin to seeking an answer. What I hope to point to is how asking the question, What is learning? is an unending converging conversation - a dialogue with the thinking of a thinker which humans seek to conduct because they strive to understand? Gadamer describes this unending conversation.
The conversation is real insofar as we seek to find our own language as the common one. Historical distance and even the placing of one's conversation partner in a historically surveyable course remain subordinate moments of our attempt at reaching understanding. In truth these go to form the self-reassurance with which we close ourselves off from the conversation partner. In conversation, however, we attempt to open our selves to the other person, and this means holding fast to our common ground. p. 188
Narrative pedagogy is unending converging conversations. It constantly challenges the self-evident assumptions of conventional pedagogy (arising out of it) while it seeks new understandings of schooling, learning and teaching. It is always self-reflective in that Narrative Pedagogy is a recovery of the embodied experiences of schooling, learning and teaching. Thus the nature of these practices is explored through the lived experiences of students, teachers and clinicians in nursing education. As such it is embodied and self-reflective. The unending conversations are historically situated and are constituted by the historical understandings of schooling, learning and teaching that are embedded within the pedagogies of our current experiences. In my research my dialoging partners are reflected for example, in contemporary learning theories as well as the critiques and deconstructions of these theories. This is why it is important to embrace a philosophy of science as a guide for conversations so that all the voices and paths to knowing can be become a part of the unending converging conversations.
My interpretive phenomenological research is based in continuing conversations with students, teachers and clinicians that listens to the narratives of their experiences - the contemporary embodied experiences of schooling, learning and teaching to hear the familiar and the common to identify the patterns. Selecting narratives that embrace the familiar, I do not attempt to show the correct interpretation among many. That is I do not seek to clarify and evaluate already known interpretations. Rather I seek to reveal hidden interpretations and bring them to light. I do not stop at what the authors of the narratives say but go behind the text and ask what is not being said and perhaps what the authors could not or did not say. The finished and final interpretation of the text is not its innermost interpretation but rather as Richard Palmer describes, (p. 147 - "Heidegger: Later Contribution") "the inner violence and struggle, which were at, work in the creation of the text." The hermeneutical interpretations I conduct do violence to the texts. Interpretations are not just returns to current and historical understandings that are so familiar in the explanations of schooling, learning and teaching. Retrieving and restoring are a part of hermeneutical interpreting as I seek to uncover through layers of misinterpretations what shines through -- in this way I am taking a stand in the center of what is said and unsaid. Yet my interpretations are "not a simple return to the past but a new event of disclosure.... Thus every interpretation must do violence to the explicit formulations in the text. (KPM 181 83, English Trans, 206 8.) To refuse to go beyond the explicitness of the text is really a form of idolatry, as well as of historical naiveté." (Palmer p. 148) The question arises; do I understand the authors better than the author understood themselves? Palmer explores this question in the context of Heideggerian interpretive phenomenology.
Does one, then really understand an author better than the author understood himself? No, for the author was in the full circle of considerations which animated his composition; one does not understand an author better but differently. In Unterwegs zur Sprache, Heidegger, in his famous conversation with Japanese, explains that his aim is to "think Greek thought in a more deeply Greek way." (US 134) He is asked if this means to understand the Greeks better than they understood themselves. No, not so much that as to go back into not only what was thought and spoken but what was unthought. Heidegger wishes to penetrate the backdrop of Greek thinking as it came to appearance: in the creative emptiness and nonbeing behind its positive emergence may lie a clue to another kind of thinking, another grasp of being, truth and language. Until this is done, thinking will be mere objects, and the world human's plaything. What is needed is not more steps forward in the development of presentational thought but a 'step back out of the merely ideational, i.e., explaining, type of thinking' to a meditative (andenkende) thinking. (VA 180) Palmer p. 148
Thus I seek to uncover new understandings - "new takes" - on the familiar practices or experiences of schooling, learning and teaching. This will not be a better interpretation but a different one -- one that seeks a never ending conversation through provoking a kind of thinking that prepares us to think anew, What is learning? For example, "Is learning how understanding reveals itself? Is learning prior to thinking? Is learning hermeneutic? Using Gadamer's notions of the "community of conversation" [Gadamer - "Hermeneutics as Practical Philosophy" p. 108] we embrace the situation of conversation as a fertile model even where "a mute text is brought to speech first by the questions of the interpreter. My interpretations are always on the way. They are attempts at understanding, plausible and fruitful but never definitive. Complete understanding is a clear impossibility. And understanding, according to Gadamer is an adventure.
Understanding is an adventure and, like any other adventure is dangerous. Just because it is not satisfied with simply wanting to register what is there or said there but goes back to our guiding interests and questions, one has to concede that the hermeneutical experience has a far less degree of certainty than that attained by the methods of the natural sciences. But when one realizes that understanding is an adventure, this implies that it affords unique opportunities as well. It is capable of contributing in a special way to the broadening of our human experience, our self-knowledge, and our horizon for everything understanding mediates is mediated along with ourselves. p. 109-110 Gadamer, "Hermeneutics as Practical Philosophy"
Dwelling within the texts and situations of teaching and learning, humans grow familiar with the phenomena. This is the intrinsically linguistic condition of hermeneutics. Humans both shape and are shaped by the situations of their experiences. This is the reciprocity of the experience of understanding and the practice of understanding -- they are inseparable.
Embedded in my interpretive phenomenological approach is a commitment to revealing the nature of schooling, learning and teaching, how they co-occur and belong together. For example, "Is schooling the topos - a place or clearing - that possibilitizes all modes of learning and teaching? How have schooling, learning and teaching become sundered such that teaching comes to be appropriated by notions of "the teacher" rather than a co-occurring experiences that belongs with learning and schooling? These concerns are central to our scholarship.
I seek to disclose what is hidden, remains unspoken and concealed in our understanding of schooling, learning and teaching. But this is always done through a questioning that is situated and open. My position within the text is on the borders between what is concealed and revealed. Always questioning but not as a mere cross-examination but in a way that keeps open the possibility for anything to emerge. An example of this kind of questioning is asking: What should never be taught in the nursing curriculum? It is a familiar practice in nursing education for teachers and students to spend a great deal of time and effort in determine what (the content) should be taught? By rethinking the question, in the negative, the issue of the boundaries of the discipline and how closely boundary issues are associated with learning is made evident. The opportunity to explore how by keeping out coursework on the natural world as required content, the nursing curriculum becomes defacto human centered. That is, learning in nursing is shaped and framed by a singular attention to the human world and indeed, I would argue the primacy of the human world -- specifically that humans matter more than plants and animals. I am not arguing here for a change in values nor content that should be taught; though that conversation is a worthful one.
I am attempting rather to show how questioning can guide seeing anew possibilities for nursing education. For example, many of the cancers are caused by chemical assaults on the plant world. Chemicals used in agribusiness have been shown to be carcinogenic. If nursing is committed to the prevention of illness and disease as a shared ethic, then how does including or excluding information about the natural world and the human practices that shape that world influence schooling, learning and teaching in nursing? This questioning might also open up exploring how even course work in the natural world could itself, by making the natural world a field of scientific study, reproduce the very kind of thinking that in the human world contributes to using carcinogenic chemicals in agribusiness. And even further questioning would lead to exploring the belongingness of content and learning. That is: How do learning and knowledge-as-content belong together? With this question emerges how humans are appropriated in conventional pedagogy by a kind of learning that is singularly shaped by cognitive gain or the acquisition of information. This understanding is both revealing of what is already known of contemporary nursing education and suggestive of what is yet to be explored. And that is: Can there be learning without cognitive gain? Is learning constitutively by its very nature, a cognitive experience? In this way, Narrative Pedagogy is unending converging conversations that are both thought provoking and practical in creating new pedagogies.
Longitudinal, multi-site research that explores the nature of Narrative Pedagogy and how this pedagogy is enacted in schools of nursing is the central focus of my scholarship. Narrative Pedagogy and the Concernful Practices of Schooling, Learning and Teaching in the context of nursing education creates a discipline-specific pedagogy that is research-based and contributes to a science of nursing education.
Desktop Faculty Development in the Interpretive Pedagogies for Community-based Care
This multi-site project targets improving learning climates for students in community-based care (CBC) by developing teachers skills and expertise in applying new pedagogies. Using a distance multi-media desktop faculty development model, this project explores
increasing faculty pedagogical literacy, skills, and expertise in applying new pedagogies, and
improving the learning climates for students in CBC courses.
The six pilot site schools of nursing are: Indiana University-Indianapolis, IN; Saint Xavier University-Chicago, IL; Clarke College-Dubuque, IA; Blessing-Rieman College of Nursing-Quincy, IL; Minnesota State University, Mankato, MN and Alcorn State University-Natchez, MS (associate, baccalaureate, and masters degree programs). The pilot site schools represent all levels of nursing education, public and private institutions and a high degree of cultural and rural/urban diversity.
Current research indicates that students are experiencing competitive and isolating learning environments that reduce their learning and their participation in schooling. New pedagogical approaches consequently focus on improving learning climates. Distance Desktop Faculty Development uses a new, multiple-media model in which teaching/learning resources are offered via the Internet and through interactive technologies such as teleconferencing. At present, most distance faculty development programs are limited to Web-based offerings and are based only in conventional pedagogies (outcomes or competency-based education). No online offerings apply the new pedagogies to nursing education or CBC. In this project, Web-based modules addressing the new pedagogies are complemented by activities such as a hot line (Teacher Talk) and teleconference group supervision of teaching to individualize and support instruction. Teacher Talk provides timely and immediate support for day to day questions as teachers implement new pedagogies. In addition, teleconference group supervision promotes discussions with faculty from other pilot schools and an expert teacher as they apply the new pedagogies in actual CBC classroom and clinical situations. All of this can be provided without requiring teachers to leave their desks! In this project, the participation of community-based preceptors--community agency employees who provide on-site student supervision and who often are excluded from faculty development programs--is encouraged. Evaluation will be both quantitative and qualitative. A valid and reliable instrument ("The College Classroom Environment Scales") will measure changes in learning climate. The common experiences of teachers and students will be identified through hermeneutical analyses of participant interviews. In the qualitative evaluation, the processes commonly used to effect change in teaching will be described to increase the understanding of "what worked and what did not." The common meanings of using these new pedagogies in learning CBC will be described from the perspectives of both teachers and students. Evaluation activities throughout the project will provide formative and summative data.
Project Problems, Solutions, and Goals
About the Research Team
Pedagogies in Nursing Education (Fuld Grant — Web-based Modules)
Teacher Talk: Email-based discussion
Teaching Teleconference
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January 29, 2005
教育叙事研究回顾和展望（一）
近年来，教育叙事成为教育改革的一个热点，在一大批专家学者的研究和倡导下，教育叙事如雨后春笋般冒了出来，这些冒出的教育叙事中，有专家的教育叙事，有教育管理者的教育叙事，有一线教师的教育叙事等。由于教育叙事是从采用质化研究的方式，其强调的是与人类经验的联系，以叙事来描述人们的经验、行为以及作为群体和个体的生活方式，因此，教育叙事没有一个统一的模式，这为教育叙事者带了困惑。除此之外，教育叙事的现状如何？教育叙事是如何发展起来？经历了那些关键性实践的检验？经历了那些重要的发展阶段？为什么要写教育叙事？写教育叙事有什么意义？教育叙事与教师专业发展有什么关系？如何通过写教育叙事来促进教育者主体意识觉醒？这些问题都是广大教育叙事推广者必须弄清楚的问题。 我将在下面的文章中陆续对这些问题进行一些解答。
一、 发展现状
1、 国外
⑴福柯
在他的学术成长过程中，周围的 “经院派”学者都习惯根据萨特的存在主义、马克思的历史唯物主义等“教科书理论”来进行研究，但他不是“经院派”学者。他知道，其实萨特的思想或马克思的理论都是来源于各自的“生活体验"，所以完全可以从自己独特的生活体验出发构思理论，并用它来研究现代文化与社会，表达个人对于现代文化的见解。否则，即使研究了萨特、马克思不曾研究过的现象，但最后自己所做的一切努力只是为别人的思想或理论充当“脚注”而已。（丁钢）
⑵米尔斯
大约在1959年也提出，理论研究必须植根于研究者的人生体验，或者说，理论研究的本质其实是个人生活叙事。无论理论文本怎样隐藏作者的 “个体性"，也不管它们使用何种普遍、宏大的抽象主体，比如人类、国家、社会，其所表达的理论实际上都是作者本人的生活感受与诉求，然后强加给所有的人。因此，真的没有必要“隐藏自我”，完全可以大大方方地将理论作品视为“个人故事的学术表达"。（丁钢）
2、 国内
⑴北大陈向明教授大力提倡和推广的行动研究
⑵华东师范大学丁钢教授
从1999年开始推广教育叙事，并发表了《教育经验的实践方式》，《教育与日常实践》(参见《教育研究》2003.2；2004年2月)，出版了《中国教育：研究与评论》辑刊，第一个成果便是许美德教授发表的论文《中国现代精神：知名教育家的生活故事》，从此以后几乎每一辑都刊有教育叙事作品。并写了大量介绍和推广教育叙事的文章。
⑶毕业论文
鞠玉翠博士的博士毕业论文《教师个人实践理论的叙事探究》
李长吉硕士毕业论文《山村小学青年教师需要的叙事研究》等
⑷黎加厚教授
2003年黎加厚教授尝试在Blog上写教育叙事并向中小学推广，2004年教育叙事案例成为教育技术年会讨论的一部分；从2004年春天开始，教育叙事研究和教育Blog纳入教师信息化专业培训课程。
（5）信息环境下大量教育叙事的涌现
二、 信息化环境下的教育叙事分类及特点
1、 根据发表的方式不同
（1） 基于网页的
（2） 基于BBS的
（3） 基于Blog的
2、根据作者的不同
（1） 专家教育叙事
（2） 教育管理者教育叙事
（3） 教师教育叙事
（4） 家长教育叙事
（5） 学生教育叙事（学习叙事）
3、根据叙事发生的地点不同
（1） 课堂教育叙事
（2） 课外教育叙事
4、根据叙事的学科分类：
（1） 语文教育叙事
（2） 数学教育叙事
（3） 外语教育叙事
（4） ……
January 19, 2005
January 17, 2005
Narrative Inquiry: Experience and Story in Qualitative Research
Narrative Inquiry: Experience and Story in Qualitative Research
D. Jean Clandinin, University of Alberta
F. Michael Connelly, Univerisity of Toronto
ISBN: 0-7879-7276-2
©2000
本书介绍：
Understanding experience as lived and told stories - also known as narrative inquiry - has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data.
In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results. Throughout this book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, Narrative Inquiry is a practical resource from experts who have long pioneered the use of narrative in qualitative research.
Suggestions for Writing Education Narrative
Use the Education Narrative section of your portfolio to briefly explain the information that your transcripts do not. As with the work narrative section, this helps the reader tie together your college experiences.
Length: Keep the Education Narrative section short. Three to five pages should suffice.
Traditional Education Experiences from the College Transcripts:
Your transcripts from previous colleges will give the reader the basic data:
1、The specific courses you took.
2、Your grade in each course.
3、The number of credit hours you took each semester.
4、Any degree you may have completed.
Traditional Education Experiences Not on the Transcripts:
Identify those things that were not included on the transcripts that will be helpful to a portfolio evaluator. (Note: This is NOT a fill-in-the-blank exercise. If you didn't have any setbacks or stop-outs in college, skip that part!)
1、What circumstances surrounded your attendance in college? Discuss each attempt if you attended more than one college or more than one era of your life!
2、What is your attitude or philosophy toward having a college education? Earlier in life? Now?
3、Did you work part- or full-time while in college? If so, what challenges did working bring to your college work?
4、Did you attend college right out of high school? If so, did you learn more about "getting along with people" than freshman comp? What did you learn about yourself?
5、Were you involved in extra-curricular activities on campus?
6、Did you quit college at any point? Several times? If so, explain the learning that surrounded those events.
7、Why is completing your bachelor's degree important to you now?
Suggested Outline:
1、High School Education: Briefly discuss your high school experience -- in one paragraph! Were you in the "college prep" group or the vocational track? Did you graduate with your class or drop out and later get a GED? Discuss only those points about high school that are "out of the ordinary."
2、College Education:
The objective of this section is to "fill in the gaps" of your educational experiences and explain any previous poor grades that may have been a result of immaturity or lack of commitment.
Outline the sequence of your college attendance and drop ins and outs, as appropriate. You may wish to use a table like this one:
College Experiences of Ima Super Student:
Name of College; Location:
Dates of Attendance:
College Major:
Number of Hours Completed:
Other information:
Marshall University, Huntington, WV
8/86 - 5/87
Undecided
20 hours
Parkersburg Community College, Parkersburg, WV
8/87 - 5/88
Undecided
12 hours
Part-time; evening courses while working
West Virginia University at Parkersburg
8/96 - present
RBA!
85 hours total to date
In narrative fashion, briefly explain what led you to make decisions to drop out of college, go back to college, etc. There is no reason for embarrassment for poor judgment or a year of serious partying as a young college student. This is just a description of what brought you to where you are today. No apologies necessary.
Mention what you may have originally majored in, why your education was interrupted, or why you changed career plans. If you had trouble settling on a major, describe your search.
This section is very helpful if you attended an institution that was not regionally accredited (such as Mountain State College or the National Institute of Technology). This can give credence to the learning that took place in that institution.
Nontraditional Education:
This section may be omitted from the Education Narrative if it is mostly work-related. It may fit better in the Work Narrative Section. It doesn't really matter where you put it; just put it in once though!
Use this section to describe learning experiences that were not related to a traditional college setting nor to work (see the Work Narrative). Examples include:
Leadership and management programs.
Correspondence courses.
Writers' workshops; training in art, music, crafts.
Educational experiences in connection with churches and professional organizations (such as conventions, seminars).
Educational experiences in connection with some licensures and memberships (such as real estate, appraising, public office, finance, insurance, foreign student exchange programs, etc.)
Education in a foreign language.
Education related to travel.
Organize this section in a logical sequence--chronologically, topically, or in some other sequence that is easy to follow and read.
文章来源：http://157.182.176.39/jcc/rba/Education%20Narrative.htm
December 29, 2004
从教育叙事到学习叙事
原作者：严君（湖北黄冈师范学院教育技术系 黄冈 438000）
摘要：在教学改革进行得如火如荼的今天，我们发现改革越来越注重人的本质的研究。而从教师写教育叙事到学生写学习叙事就深刻的体现了信息时代教育改革的新特点。本文即论述以blog为平台的教育叙事和学习叙事的特点，从而探讨从教育叙事到学习叙事发展的教学改革的新趋势。
关键词：教育叙事，学习叙事，blog
教育叙事是教师以叙事、讲故事的方式表达对教育的理解和解释。它通过给读者讲一个或多个教育故事，让读者从故事中体验教育是什么或应该怎么做。学习叙事则是学生讲述自己的学习经验和方法，与老师和学生进行交流。而基于blog的教育叙事和学习叙事则给现代教学改革带来了不同的思考方式和新的发展。一、关于教育叙事：
所谓的教育叙事（Narrative Research），是指研究者（多数情况下是参与行动研究的教师本人）采用"讲故事"的方式"叙述"自己的教育故事，实质是"反思"自己的教育，即"以叙事的方式反思并改变自己的生活"。教师在日常的教学生活中，对自己的教学工作进行反思、研究、记录成叙事研究报告。不仅能够时时的对自己的教学进行适时的总结，而且可以对自己今后的教学提供丰富的经验。
而在信息发展如此迅速的时代，网络日志（Blog）作为教育叙事研究报告的交流平台，将过去以书面为载体的叙事研究报告架构在现代信息技术平台上，实现了教育叙事研究的新发展 。每一位教师在自己的blog上撰写自己的教学日志，而blog带来的资源的共享与其他人一起分享自己的教学反思也参考别人的教学反思，这个开放的平台使教师的思维方式和对问题的看法不再局限于一个固定的模式中，而是开放的、活跃的、互动的。教师可以通过阅读其他人的回复而得到教学启发，也可以在其他人的blog上找到更加有效、简便、科学的教学方法，也可以与很多经验丰富的教师和专家进行有效的交流。
对于教育研究者而言，作教师实际生活的叙事研究无疑是进入了一个极富人文关怀和情感魅力的领域。但是教师叙述自己的教育故事不是为了炫耀自己的独到的教学研究方法，它的最主要的目的是通过自我叙述来反思自己的教育生活，并且能够在反思中改进自己的教育实践，从而重建自己的教育生活。从这个意义上说，教师进行教育叙事研究实际上会成为转化教师教育教学观念和行为的突破口。也使教师的教学实践上升到理论的高度，从而也解决了长期存在的教师教学实践和理论研究相脱节的问题，给教学改革带来一个全新的理念和新的发展。
二、关于学习叙事：
在教育叙事的发展给教学改革带来巨大发展的同时，我们如何从学生和学习者的角度来看教育叙事的发展呢？由此有的老师提出了"学生写学习叙事"的设想。过去，我们的老师都是组织学生撰写日记、周记和读后感等，但是现在我们可以从教育叙事的思路鼓励学生反思自己的学习，诸如，对自己的学习体验、学习策略的反思，对自己身边日常发生的事物的深度思考，对教师的教学进行评论、总结和思考等等。
学生写学习叙事，也就是说学生以"叙事"的方式"叙述"自己的学习经验、学习方法、学习理念，从而对自己的学习进行反思，重新建构自己的学习，从而达到最有效的学习。因为学生在自己的blog上面写自己的学习叙事，一方面可以对自己的学习方法进行反思和改进，另一方面也可以与志同道合的网友进行交流，甚至得到教师和专家的指导，从而既提高了自己学习的积极性又使自己的写作水平更进一个台阶。
三、从教育叙事到学习叙事：
网络时代的到来给我们的生活带来了巨大的冲击，其在教学上资源共享的优势，很大程度上增强了教学的交互性。而教师和学生作为教学的两个主体，他们通过教育叙事和学习叙事进行有效的交流，从而促进他们主体意识的提高，这对教学的改革则是至关重大的。
从以blog为平台的教师写教育叙事到学生写学习叙事的发展，则体现了教学改革的新发展和新趋向。我们进行教学改革的目的就是要增强师生之间的互动交流，从而有效的总结教学经验，改进教学方法，使教学达到最优化。而教育叙事在很大程度上改变了教师的教学工作，给他们带来了全新的教学理念。学习叙事则改变了学生对学习的看法，也改进了他们的学习方法。加强了师生之间和学生之间的交流和合作，使教师的教和学生的学有效的结合起来。
从教育叙事到学习叙事以及二者的相互结合则体现了在信息技术发展如此迅速的今天，我们利用blog的有利条件来改变我们传统的学习理念。也使工作在第一线的教育工作者能够及时的反思、总结、改进自己的教学。也使学生的学习向更深一个层次迈进，从而提高他们学习的积极性、拓展他们的视野、激发他们的创造性。
以blog为平台的教育叙事和学习叙事给我们教师的工作和学生的学习带了很多的方便和好处，我们也期待着更多的教师和学生能够加入到这个教学改革新发展的行列中来，为我们的教学改革带来新的理念、新的思维、新的方法、新的改进!
参考文献：
1、《教育叙事研究（47）：信息时代的教育叙事与教师主体意识的觉醒》黎加厚
《中国电化教育》2004（10）
2、《教育叙事的研究》王园 http://www.jeast.net/jiahou/archives/001419.html
3、《教育叙事研究、Blog与教师的成长》黎加厚《教育时报》2004年2月26日第3版《新论》专栏
4、《信息化教育概论》南国农主编 高等教育出版社 2004年版
5、《感悟教师的真实生活》岳龙《教育时报》2004年2月5日第3版《新论》专栏.
(原作者后记：今天终于抽出一个上午的时间把《教学改革的新发展：从教育叙事到学习叙事》这篇文章给写完了。《教育信息化创新应用》优秀论文集征稿的通知已经给我发了4遍。我一直在琢磨着要写一篇什么样的稿件，虽然也有了几个素材要写，但是一直没有定夺下来。昨天看到"东行记"突然灵机一动，既然黎老师让我们推广教育叙事和学习叙事，何不以此为题，来进行推广呢？当然由于时间的原因，我写的比较仓促，也有很多不当的地方。在投稿的时候，我就对编辑说了其中的原因，希望能够借此机会把教育叙事和学习叙事更广泛的介绍给教育工作者。也使我们是学生得到一个全新的学习方法吧！！
昨天看到《教育信息化》给我发来稿件录用的通知书，实在在意料之中又在意料之外。因为觉得自己提出这个题目《教学新改革：从教育叙事到学习叙事》，还比较新颖。但是从自己的感觉和大家的讨论来看，写的比较仓促也不够深入。我也希望我们都能够深入的探讨，然后共同推进我们的教学改革的进行，因为这毕竟不是一个人一篇文章的 力量就能够改变的。
写我们自己的"学习叙事"- -
我提出对教育叙事的一点疑问之后，黎老师指导说，让我们写自己的学习叙事。我就想我们是不是把blog再增加一项"学生学习的反思和叙事"的功能呢？我希望大家都能够踊跃的在自己的blog上写下自己的学习叙事，这样的话也有利于我们的教学。而老师也可以让全班学生写学生自己的叙事，也有利于促进教育叙事的发展。共同的为教育事业的发展做出贡献。
我在今后的时间，也会在复习考研的空儿写我和我同学的学习叙事。希望大家踊跃、积极的参与，共同推进学习叙事的进行！！！！！）
对"教育叙事"的一点疑问- -
最近发现"教育叙事"的频率出现的特别高。我对此是非常的赞同，因为作为学生我知道教学方法的得当对我们学生意味着什么。所以我也总是看一看别人的叙事，最大的希望是能够在全国的教育领域推广。但是我也发现一个问题，"教育叙事"只是老师对教学的认识和反思。可是我们都知道教学改革最好的建议是来自学生。所以我想建议一点的就是我们学生是否可以有自己的"反思"？有自己的"叙事"呢？对此疑问我刚刚发了一封邮件给黎老师。也许这个问题很幼稚，但是确实是我的一点疑惑之处！！
December 26, 2004
教育叙述与教育
什么是教育叙述？教育叙述与教育是什么关系？教育叙述与教育叙事是什么关系？下面的文章对其进行了一些介绍。
（文章来源http://ceric.ecnu.edu.cn/jky/jiaoshou/dinggang/dgyjypl3a.htm
教育叙述何以可能?
"教育叙述"即是指所有关于教育的理论与事实的话语，无论其是理性的、哲学的、科学的，还是经验的和描述的。如从归纳和演绎的语言逻辑，或思辨和实践的知识叙述来看，大概可以分别为关注思辨形式的、试图安排人类精神和生活的"宏大叙述"，和关注于个体和群体内在世界和经验意义的"经验叙述"。而"何以可能"正是针对不同教育叙述的提问，这"可能"的指涉物是教育变革和发展。
我们可以看到，在大量的教育叙述文本中，传统与现代、东方与西方的比较叙述，以及思辨逻辑的叙述已经成为一种叙述样式。在这种宏大的叙述中，直接关注现实和实践细节的变化往往有意无意地被忽略或过滤掉了。于是，理论如何联系实际，成为一个恒久而常新的问题。因此，我们很难将这种貌似总体、完整的叙述联系到具体而复杂的实践操作层面。然而，现在比过去"现代"，这只是一种"简单现代化"，关于这点，英国社会学家吉登斯认为，在今天，传统和期望相互混杂为可以修改和富有弹性的资源，成为知识、价值观和道德的可供选择的替代来源。我们进入了一个"反射性的现代化"，或称之为"社会反射性"的社会：我们的生活环境日益成为我们自己行动的产物，我们的行动也反过来越来越注重应付我们自己所造成的风险和机遇，或对其提出挑战。而从"风险社会"的角度看，在政治学意义上的单一政策制定，要求全体公民来承担，会使决策、责任与后果的承担呈现不一致；而从教育学意义上的自我判断，也会使理论、实践及其后果承担出现不一致。因此，那种强调完整性、同一性和同质性的理论形态，面对现实实践的多样性，多少显得有些虚幻而惆怅。
正如利奥塔所指出的，在柏拉图那里已经试图使科学话语合法化。而合法化的叙事有两大版本：一为政治，二为哲学。两者结合的典型便是洪堡对教育的看法。洪堡认为，教育不仅要让个人获得知识，而且还要为知识和社会建构充分合法的主体。它由三重愿望构成：一切都来自于一个本原--与它对应的是科学活动；一切都归于一个理想--它支配伦理学和社会的实践；这个本原和这个理想合为一个观念--它保证科学中对真实原因的研究必然符合道德和政治生活中对公正目标的追求。合法的主体在前后这种综合中建立起来。
这种思辨叙述到今天，我们依然可以屡见不鲜。按利奥塔的说法，它制造出来的其实足一个元叙事， 当知识以"生命"、"精神"'命名，所有可能存在的所有知识话语都没有直接的真理价值，它们取决于在"生命"、"精神"进程中占据的位置。因此，真实的知识永远是一种由转引的陈述构成的间接知识，这些转引的陈述被并入某个主体的元叙事，这个元叙事保证了知识的合法性。由此，"学者变成了科学家，高产出的研究任务变成了无人能全面控制的分散任务"。
然而，理性的知识不仅仅是认知式思辨，还应包括实践本身。作为另一种人们已经久违和淡忘的叙事，它以一种非思辨而看似零碎的方式，被置于一种"非合法化"的地位，这就是经验叙事。
面对思辨宏大叙述、实证哲学，那种过分信赖只凭经验分析的范式、过分依赖技术理性和为实践开处方，以及专家引导、自上而下的学术与改革等方向的危机，教育研究的困境之一，即在于教育研究越是精确，其与人类经验的联系则越少。人们不禁要问：这究竟是谁的声音在说话?以转变宏大规划、理想与项目驱动的方式为实践驱动、学校为本和以人为出发点的方式，这正是近年来国际社会科学和教育学界兴起一股以描述和解释社会经验现象为特征的叙事探究热潮的原因。
究其来源，文学理论是其重要的知识源泉。故事是继承历史和历史哲学的时间手段，它决定了在其形成社会科学的叙事研究中具有特殊作用。其次是人类学关于"田野考察"，以及社会学把叙述体运用于考察群体和社区的形成。这些方法都对教育研究引入人类经验现象叙述，提供了背景。
教育叙事探究，从质化研究出发，相对以往所谓科学化的研究而言，强调与人类经验的联系，并以叙事来描述人们的经验、行为以及作为群体和个体的生活方式。
叙事研究者相信：人类经验基本上是故事经验，研究人的最佳方式是抓住人类经验的故事性特征，而且因为叙事或讲述是人类经验的表述，写得好的故事接近经验，同时它们也接近理论，因为它们给出的叙述赋予教育参与者和读者以教育意义的理解。由此，叙事探究成为在科学与人文这两极之间的一个中间道路，逐渐成为教育研究中的一个核心学术话语方式。其对教育的重要意义在于：它把有关生活性质的理论思想引入到活生生的教育经验之中，并通过生活(如教与学)经验的叙述促进人们对于教育及其意义的理解。
回到"何以可能"的问题上来。
我们也可以看到，在西方，那种强调规律性，以确定和"发现真理"为主旨的宏大叙述方式，已经引起了其合法化的危机。为什么这就是真理?如果这种真理根本就是不切实际和／或虚幻的，那么合法化就会出现疑问，而合法化也容易成为一种迷信，同时使权威成为真理的化身，使同一化或同质化得以强行推行。因而，"祛魅"就成为必然。应该说，这种叙述话语可以有自己的规则，但并不具有管理实践的使命。只有这样，这种话语才能与其他话语地位平等，形成对教育变革实践和发展的积极对话的可能。
同样，经验叙事强调的不是形式、规律，而是经验的意义。其尊重每个个体的生活意义，主要通过有关经验的故事、口述、现场观察、日记、访谈、自传或传记，甚至书信及文献分析等，来贴近经验和实践本身。然而，我们也必须认识到，关于事物意义的一切说明都具有限性。而只有当我们把这种叙事看做是我们的经验、行为以及作为群体和个体的生活方式，这种叙事就不再仅是主观意义上的产物。
也许我们可以用康德二律背反的方法去看待两种叙述在认识上的有限和无限，但只有当两种叙述平等对话成为可能，两种叙述对教育研究本身才具有真实的意义。
December 24, 2004
一个精彩的教育叙事群
今天看到一个精彩的教育叙事群，里面有大量的教育叙事。每一个叙事都是一动人的故事，是一活生生的真实“小说”，下面是对其中几个的转载，更多教育叙事，请看原地址：http://61.144.246.13/SPR/story.asp。
不能是物理变化，要有化学反应——讲述让学生参与课堂的故事
李晓艳
初接这个班，我遇到了好多棘手的问题，比如说同学们吵吵闹闹，不能静下心来学习；部分同学迷恋游戏，极度影响学习；有些学生没有责任感，对班级的事情熟视无睹。但是我最急于解决的还是学生课堂麻木的问题。班级中少数学生的课堂极度活跃，一部分同学课堂听讲却没有一点表情，根本别想从她的脸上看出她是喜欢听还是不喜欢听，是听懂了还是没听懂。
我想尽了各种办法来软化他们的麻木，有大部分同学参与进来了。但有一个学生足足让我等待了八个月，我庆幸这是我始终没有放弃的八个月。
她叫天天，一个外表十分文静漂亮的小姑娘，她曾在四年级时随爸爸去美国学习半年，她的英语讲的很好，读过很多书，文笔很好，每次的作文都会被老师当作范文给学生阅读，在班级里她是同学们羡慕的对象。男同学竟然戏称她为班级的“恶女”之一，就是因为她太优秀，好多同学都喜欢她。就是这样优秀的一个学生在班级却极其不爱表现自己，不参加班级的活动，不参加班干部的竞选，更为甚者是上课不回答任何一个问题。家人说她是一个外表冷漠，内心狂热的孩子，做为老师我觉得这种表现不够正常，在任何一个生活情境中没有释放，没有输出，都放在心里怎么能受得了。课上看不到她与我交流的眼神，我心里急。她这样的听课状况让我苦恼，看到她那样听课的表情，我没有了一点讲课的激情。每当看不到学生与我交流的目光时，我很难把课讲下去。课上师生是要能相互感染的。我甚至想把她叫起来，大声质问她：为什么同学那样踊跃参与课堂，在她看来会是那样的索然无味。我也想过，就这样吧，不去管她了，也许像家人说的这就是她的性格呢？想来想想去我没有这样做，静下心来之后，我又在思考一个办法。
一度在解决课堂麻木的问题时，我也采用过行为主义的刺激反应的办法，就是给一些在课堂主动回答问题的学生加分，在分数和相应的奖品的刺激下，一部分学生开始主动，甚至是抢着回答。在同学们抢答的时候，我多么希望她也能高高地把手举起来叫：“老师，老师，我，我”。可是，她没有，我看到的她依然还是以往的状态，我的心凉了，看来，这种办法在她身上是不灵的。
之后，我又想了另一个办法。在与她聊天时，我对她说：“天天，我们来个约定好吗？每堂课至少回答两个问题，如实现了这个约定就算完成了任务，如只答了一个，就欠我一个，下一节课要把它补上。行吗？”她点头到：行！于是，课堂上我又开始满含期待，第一次看着她举起了手，我下课马上表扬了她，但我说你还欠我一个，下节课一定要补上，下一节课她果然又回答了一个。可是好景不长，几天后，她又不肯把手举起来了。我真有些泄气了，怎么会是这样呢？
这时，我忽然想到张校的一句话，“教学活动中最富生机的部分是人与人的交流，让学生感到被关注、重视不是简单的策略问题，教育当是‘以人为本’”。哎，我是太急了，这真的不是简单的方法的问题，而是……
在以后的日子里，我不再要求她上课一定回答问题了。但每到下课的时候我都会坐在她的座位旁与她聊天。她非常喜欢读书，于是我们经常在一起交流读书的收获，互相推荐好书，但每次她都说得很少。有一天，她突然主动找到我说：老师，我想调一下座位，我一听，机会来了。于是坐下和她聊了起来，她说她想和她的好朋友晓雯一起坐。我就不住地追问她，让她和我多聊一会，可她只说了她们俩个很谈得来，在一起可以互相学习，互相提高。我就再也问不出什么了。但是，我还是答应了她。总觉得她与我之间有一段距离，上课时，从她的眼睛里我还是看不到兴奋的目光，也许她还不能接受我的教学风格。我在心里对自己说：不要急。而且我还发现她的这个同桌和她一样，上课也是一言不发，她们俩个上课时只是坐在那，我真的有些恼火，后悔当初把她们俩个调到一起，这样会不会互相影响，使得她们俩个都不爱参与课堂了呢？我甚至想把她们俩个生硬地分开，但我还是忍住了，哎，观察一下再说吧。
有一天，班里的李昕航同学病了，我说，谁愿意和老师一起为李昕航补课，这次她和她的同桌竟都破天荒地把手举了起来。我很开心，带着她们去南山医院，这一路上，我听见她们俩个又说又笑，又蹦又跳，与班级的那俩个一言不发的女孩相比，简直是判若两人。她们俩个在疯闹的时候还会在我的身前身后藏来藏去，我也被感染了，我就和她们一起玩，真的好开心，我仿佛也回到了童年，繁忙的工作带来的焦燥一点都没有了，看着她们那红扑扑的小脸，那一路上没有合上的嘴，那开心的样子，我真想抱起一个亲一下。“多可爱的孩子，除学习以外我对孩子们了解的太少了，和她们交流的太少了。我不能总是以老师的面孔在她们面前出现，应该换一种面孔。”我在心里对自己默默地对自己说。
不知不觉地来到医院，完全由她们俩个主讲，我坐在一旁当听众。“打开语文书，读文后说说给你留下印象最深的部分，动笔把它画出来，这里要注意，此处就能体现作者的想法……“”暗暗吃惊．这完全都是我讲课时的样子，怎么觉得语调都很象，我讲课的内容她几乎一字不差地讲给了李昕航。原来她们一直在这样认真地听课，谁说不回答问题就是没有参与课堂，她们在听在思考，思维是处于一种积极的参与状态的。这次补课她们俩个带给了我好多的意外，回去的路上，我们又是有说有笑。我再也没有那种让她站起来发言的焦急了，我等着，等着她自然生长，破土而出的那一刻．
以后的日子，我发现她有了一些改变，虽然还是不肯站起来发言，但在班级变得开朗了，爱和我聊天了．有时，放学后她也不走，爱和我说说班级的同学，说说班级的事情，我们有时甚至会忘记时间，聊得很晚．
那天，她的同桌站起来回答了一个问题，答得很精彩，看着同桌那喜滋滋的表情，她似乎也有了想答欲望，她的眼神告诉了我，她想答下一个问题，我马上叫起了她，她很有成就感地坐下了，看着她的表情我在想也许她的生长期已经到了。
我已记不清她第一次自己主动举手发言是在什么时候，回答的是哪个问题，当时我没有表扬她，只觉得她该举手了，现在每节课她都举手发言，而且还是好多次，我也没有在同学们面前表扬她，虽然这个等待的过程是这么漫长，但她的改变又让我觉得是那样的正常。我不能用表扬去惊动她，因为她的这个自然生长的过程是不需要人工去修饰的，她真的不需要，直到我写这篇文章的今天，她还是那样踊跃主动举手发言，特别是一个难的问题，别人没有办法时，她总是会自信地把手举起来，我们总是相视一笑，在这样的轻松中她把问题回答得是那样精彩，“坐下”，我仍是会给她一个灿烂的笑。
要让学生感受到被关注，要真正走进学生的心灵，这真的不是简单的方法问题，不是简单的物理变化过程，而要有一种化学反应，是要有真正心灵交汇情感沟通的过程，孩子的心灵才能真正发生质的变化，只有这种变化带来的改变才会是持久的。
| 为孩子的心灵找家 |
作者：李晓艳 发布时间：2004-12-23 |
很多老师都有中途接班的体验，也都经历过那种学生留恋原来老师不能与自己相融的难过。其实从学生的角度来讲，这个过程更是痛苦的，她们就像一下断了奶的孩子，心灵没有了寄托，做为新老师，应该为孩子的心灵再次找到一个可以依恋的家。这个为孩子心灵找家的过程就是与孩子心灵沟通，彼此互相走近的过程。 航航是一个很有才华的孩子，才思敏捷，可以出口成章，在班级组织的辩论赛中她总能引经据典，没有人能驳倒她，同学老师都会啧啧称赞。她有极强的组织能力，在班会活动中她表现出的临场应便能力得到每个与会的老师的夸奖。全班同学都爱听她讲故事。可是，就是这样一个优秀的女孩子，在平时和同学的交流中，却是脏话连篇，说的话让人不堪入目，被她骂的同学都很气愤，但都拿她没办法，因为她发脾气的时候还常会对同学大打出手。渐渐地同学都怕了她，让我无法忍受的是上课时她根本不听课，前后左右地动来动去，打扰其它学生听课，更影响我上课的心情，看着她的样子，我真的是气极了，打她一顿，都觉得不能解恨。 记得就在我接班的这个夏天，天气特别炎热，她的心更是燥得不得了，根本坐不住凳子，在课堂上她经常与同学说一些与课堂无关的话，整天有同学告她的状，看着她的样子，我的心也烦的不得了，每天早上来到班级，如果看到她在那能安静一点，我就会长出了一口气，相反，如果看见她在那动来动去，我的火顿时就上来了。那段时间，我的心情完全是由她掌握着，每天做梦都会梦见她在课堂上捣乱的情景，会因为生气而在梦中惊醒。我有要崩溃的感觉。说句实在话，那时我很烦她。我甚至想到如果能让她安静下来，让我做什么都可以。去家访，和她谈，她什么都听不下，也根本不想听。无论是我还是她的爸爸妈妈和她谈的时候，她都是在那晃来晃去。我甚至还听同学说她竟然说我的坏话，当时我的心情真是糟透了。我的脑中满是她的缺点。 回到宿舍，心静下来一想，我是老师，她毕竟是一个孩子，抛开老师的身份，和她相比我这个成年人也要有一颗宽容的心，理解的心。从做老师的这个角度考虑，如果让一个学生这样下去的话，这对她是不公平的，是老师不负责任的表现。我在这样劝自己。但我能怎么办呢？ 我们的关系出现转机要感谢那次考试，感谢考场上她写的那封信。 我亲爱的刘老师： 不知近来是否安好，拿起笔来，我感到很沉重，不是压在手上，而是压在内心的深处。今天考试的时候，当我看到这个题目，我绞尽脑汁地想，想给谁写，我真的好似一片枯叶漂泊在茫茫的大海上，不知何处是尽头，当我的眼睛落在作文要求上的时候我看到了这样的几个字：讲讲你的心里话。“刘老师”这三个字像触电一样在我的脑海中一闪而过，可能我从未把自己的心里话告诉别人，只有在日记里我和刘老师交流，那本日记我现在还完好地保留着，虽然那日记本已经有些发黄了，可是我仍视如贵宝一样，呵护着。闲暇时，我拿出来翻翻，当时的景象又清晰地浮现在我的眼前，每到这时鼻子总是酸酸的，在四年级的时候，您离开了我们，至今我还记得您走的时候和我们说的一番话，当时我们莫名其妙，不知你干啥说这些，现在想想真意味深长。时间好似织布机上来回穿梭的布梭，一晃就一年过去了，可是我们好似觉得过了几千年甚至几万年的感觉，在您离开的一年中，我觉得我们经历了太多太多，在那一瞬间，我觉得我们比同年人都成熟得多了，人间的酸、甜、苦、辣、悲、欢、离、合我们都经历了。老师也换的数也数不清，渐渐地，我的感觉已经麻木了，看着讲台上一张张陌生的面孔，想想您的音容笑貌，一丝温暖的感觉荡在心头！不过，我们一直在努力学习，好似刘老师就在我们的身边。 我们谢谢您，您不仅给我们带来了快乐，还让我们经历了与其它班不一样的美丽、伤感的七彩故事。祝您一切顺利。 爱您的：航航 读了这封信，我恍然大悟，她对教了她三年的刘老师想念至及，还不能接受我。 我也被她和刘老师之间的情意深深感动了。我觉得这孩子很可怜，她就像孩子失去了妈妈一样，感情没有了寄托。“走进她的心里，让她的心再次驶进一个温馨的港湾，也做一个像刘老师那样让她喜欢的老师。”我在心里暗暗地对自己说。 我找到了刘老师。她是一位很好的老师，孩子和她有很深的感情。我们谈了很久，刘老师向我介绍了航航的性格特点。她的一句话给我的印象很深。“航航是一个重感情的孩子，只要走近她的心，让她感觉你是爱她的，她会一辈子忘不了你。” 于是在日记中我和她进行了一次平等的心平气和的交流： 读了你写给刘老师的信，李老师可以说是百感交集，更多的是感动，很想和你聊聊，但也许只有在日记里，你才能静静地听我说，所以，我把它写在这里。我清楚了你对刘老师的感情有多深，我清楚你对刘老师的那份由依赖到依恋的深情。这是任何一个老师都无法替代的。不是李老师不爱你们，也不是你们不喜欢李老师，因为刘老师从一年级到四年级，从你们还是稚嫩的孩童到长成大孩子她就像妈妈又像大姐姐还像好朋友一样带着你们，那一千多个日子的情意怎么能是短短几个月就可以取代的呢？或者说李老师也从没有过取代刘老师在你们心中地位的想法。因为我和刘老师的心愿是一样的，希望你们快乐，每天学有所获。看着你的那句“看着讲台上一张张陌生的面孔”我知道这一张张陌生的面孔子中也包括李老师，我的心头掠过一丝的苦涩。但无论怎样，张航，李老师不希望你生活在过去，刘教师更不希望，好好把握今天是你对刘老师最好的报答，面对现实，你应对学习投之以更大的热情，抓紧每分每秒，“不过，我们也一直在努力学习，好像刘老师就在我们的身边，”这是你在信中写到的，你做到了吗？如果刘老师真的在你身边，看到你上课时的样子，她会怎样想呢？聪明的你，好好想想！李老师不奢望从你那得到什么？但在我们师生共同学习的路上你总该有所收获。 第二天，她在日记中给我回了信： 李老师，我说的那一个个陌生的面孔中并没有您，也许是当时心情不好的缘故，也许是我太想把我心中的情感表达出来的缘故。其实，李老师，我还是很佩服您的，您滔滔不绝的表达，声情并貌的朗读，你对教过的每一课内容都记得那样清楚，你肚子中有那么多的古诗，好像张口就来，我真的很羡慕。李老师，我们可以做朋友的。 她能写这些！能这样欣赏老师！我真的觉得很惊讶了，我都有受宠若惊的感觉。那我为什么不能去欣赏她呢？ 我们可以沟通了，我高兴极了，长出了一口气，就像放下了一个大包袱，是那样的轻松，接下来的日子，我觉得阳光是那样明媚，风儿吹在脸上觉得是那样的轻柔，总是想笑，看到谁都想打个招呼，做起事来觉得效率也很高。 这学期开学后的一天，我以成绩进步为名，把十几个孩子带出学校，我们来到了中山公园，当然这其中一定包括她的，而且有她在，你会发现孩子们会玩的很热闹，她总是能玩出花样，也能把大家组织在一起，我们一起玩了许多好玩的游戏，大家都很开心。原来她有这么多的优点。出了校园，大家都很放松，我们之间也就没有了在学校的那种严格的师生的距离，无话不谈了，心更近了，在学校永远也找不到这种感觉的。 之后我就把一些重要的任务交给她去完成，她会把同学们管理的很好，尤其是组织早读大家秩序很好，很多同学都做不到她那样。另外她也能严格要求自己了，一但静下来，对自己严格要求，她的作文就有很多的精品出现 ，我常常会把她的作文当范文给孩子们读，她的学习热情很高，很是自豪，渐渐地形成了一种良性循环。 现在我觉得她不仅仅是我的一个学生，更是我的一个朋友，是我的一个知心朋友，放学后，我们俩个可以一谈就是一个多小时。谈班级的同学，她对每一个同学的性格特点都是那样的清楚，特别是同学隐在心灵深处的东西，她说青青同学爱慕虚荣，她的一举一动，她心理都清楚的很。她对我说：老师，看着青青在同学面前炫耀自己，我在心里暗暗笑。每天早上，她大声地向我要作业，我清楚得很，我交不交作业的本身并不重要，她是在向大家说明说明她科代表的身份。但我不会去揭穿她，我觉得她需要这样的炫耀来弥补她的心灵空荡，给她一个能自信于同学中间的机会，对她来说是很好的。她还说，君君同学在家没有得到妈妈的爱，因为妈妈在她很小的时候就和爸爸离婚了，她说：李老师，我们应该在活动时让她去参加，这样她会感到我们这个集体是温暖的。多可爱的孩子，我觉得和其它同学相比，她更像一个大孩子。 尽管有时她还会口出脏言，还是会用语言去伤害同学，每当看到我在旁，她马上就会做一个特别的动作，似乎是在收回刚刚说的话，又好像是在向我表示悔过。 一次，她写了一篇题为“无言的祝福”的作文，写的真好，我当时读了之后，我抱住她说，你要是我的女儿多好，她听了用很外露的笑给了我一回应，我看出她是很骄傲的，就要让她有这种骄傲。她是一个嘴硬心软的孩子，她不会很轻易表达她对我的感情，但她的心里是有的。偶尔有一天，在她的日记本里，我看见了她很小时候的一张照片，很可爱让我想到了我的女儿，就向她要了这张照片，她仍是很得意地向别人炫耀，看着她那样，说真的我觉得一点都找不到那蛮横粗鲁的影子了，变得越来越可爱了。 我越来越能发现她的优点，她也越来越能把自己的优点展示出来，她的变化我都有些难以想象。看着她的变化，我有难以抑制的喜悦，她妈妈也很惊讶她有这样快的转变。就在这样的过程中她成长了，我也成长了，我知道了不能盯住孩子的缺点不放，要去欣赏孩子，要会爱孩子，现在我们师生相处的很融洽，没有了往日的不快。在我们师生融洽相处的过程中，她的心灵有了依托，老师要为孩子的心灵找家，让她们在重新开始一段师生生活的时候心有所依，只有这样孩子才是真正的快乐学习，快乐成长。 |
做播种“爱”的使者
作者：程磊 发布时间：2004-12-23 9:18:26 阅：30
做播种“爱”的使者
最近参加了由央校组织筹划的“促进儿童道德文化建设高级论坛”的活动，整个活动由教学课例、专家讲座两大板块组成。在活动期间，有一堂名为《让爱住我家》的班会课给我留下了非常深刻的印象。
在上课之前，我先到了教室，只有几个听课的老师坐在里面。正想走过去也坐下来，突然看见墙上有块海报栏，上面贴着用稿纸写的一些东西，走过去一看才知道是班级里面的学生家长写给孩子的一封信。我从头到尾一篇不落的读了一遍，从字里行间流露出来的父母关爱之心的确让人感动。我想今天的班会是不是以这个为主题呢？
还有2分钟，同学们很有秩序的坐到了前排，老师最后引领着学生家长走进教室在同学们的后排坐下。
开始上课了,老师的语言组织得很到位，表情也很传神而且很有煽动力。
“……前几天，老师叫同学们给爸爸妈妈写了一封信，在这里老师挑选了一封信让她在这里读一下好吗？”
“好”。
“那就请姚思颖同学到台上来。”
只见一个很文静、秀气的女孩子羞涩的走到了讲台中央。
“亲爱的爸爸妈妈：你们好！……一直以来我都以为因为我是女孩，所以你们不关心我、爱护我，你们把表扬和奖励都给了妹妹和弟弟，而我在你们那里得到的只是批评、埋怨……其实我也希望得到你们的鼓励和赞扬。……但是我发现我错了，其实爸爸妈妈还是很爱我的，有一次妈妈出差，每天专门打电话回家问我吃饭了没有，功课写完了没有。……爸爸妈妈，我爱你们。”小女孩一边哭一边把信读完了。此时台下有两位家长情绪显得特别激动，妈妈已经泣不成声，爸爸双眼通红。
“下面，我们请我们班的小记者现场进行一下采访，看爸爸妈妈听完了这封信以后的感想。”
小记者走到那对夫妇面前说道：“阿姨，请您谈谈您现在的感想。”
“我是姚思颖的妈妈，旁边是他的爸爸。……我刚才听了以后很震惊，真没有想到我的女儿会有这样的想法—— 爸爸妈妈不爱我。我一直以为给孩子提供好的物质条件，上好的学校，这就是爱他们、疼他们的表现，但是我错了。……他妹妹、弟弟比较性格外向，喜欢表现，而她性格内向，不太喜欢交流。……仔细想来确实是我们忽略了她，把鼓励和表现的机会没有给她，我要给我的宝贝女儿说对不起，再有就是爸爸妈妈很爱你，真的很爱你，你要相信我。”说完又是泣不成声，他爸爸也强忍着泪水快步走出了教室。在场听课的老师、学生家长也是泪流满面、感动不已，当然我也在其中。
听课结束后，我心里不能平静。父母为抚养孩子付出了那么多，但是孩子却不能感受到父母的爱。真的很悲哀！
爱，不止是物质上的富足，更重要的是在精神上和心灵上的沟通与交融。
既然，家长和孩子之间有的事情都存在隔阂、误会，我想，老师和学生之间可能也会出现因疏于沟通、缺乏交流而导致学生感受不到老师的爱，不敢和老师直接交流的情况。有调查显示，在班级里面有23％的同学觉得老师没有亲和力、20％的同学觉得老师不太公正、17％的同学不信任或者不太信任老师，通过以上的数据显示，老师和同学们之间是有一定隔阂的。
为了让孩子们更健康、快乐的成长，让我们老师多走进学生的心灵，关怀学生的精神需求，充分地尊重、关心、理解、信任学生，爱学生、会爱学生、让学生能够感受到你的爱。
衷心祝愿天下所有的老师都成为播种“爱”的使者。
December 14, 2004
心碎的故事
| 那串风铃，碎了…… |
作者：陈一芹 发布时间：2004-12-13 9:32:12 阅：170 |
那串风铃，碎了…… 深圳南山实验学校 陈一芹 从教二十多年，送走了一批又一批学生，但我心中最惦记的还是初为人师的第一批学生。 在我书房的窗户上挂着一串玻璃制的风铃，它是我来深圳时学生雯送给我的。闲时，最喜欢在夕阳消逝，天边泛起一抹深蓝的时候聆听那“叮咚、叮咚”的脆响，那幽幽的声音似乎很近，又似从遥远的天际飘来，听得我心醉。最爱在雨中倾听那点滴清幽，那略带些雨花清香的声音，听得我心碎……可是今天，突然感到那声音好沉，好闷，周末的那一幕又浮现在我眼前…… 周末逛书店的路上，碰上了好多年不见的学生雯。“老师，真的是您！”雯又惊又喜。久别重逢，我与雯聊了许久。当谈及高考时，雯的心情突然坏到了极点。她说，当年高考她的作文得了满分，但因各门功课总分未达录取分数线而落榜。之后，她不再写作，把精力集中到其他功课上，可总分怎么也上不去。万般无奈，雯只好放弃高考，但也从此放弃了她视为理想的文学与写作。现在，雯来深圳已有多年，一直在一家工厂的的流水线上工作。“老师，您现在还写作吗？”雯的急切问话与关注神情，让我想起了当年课堂上那双清澈而饥渴的眼睛与那个如痴如醉的学生，想起了雯当年的梦想：“我要当作家，写很多好看的书。”……目送雯离去的背影，我黯然神伤。心，好疼！ 回到家，我怔怔地看着窗上的那串风铃，真的好想再听听那悦耳的声音，于是就伸手去摸它，去摇它，可不知怎么，那声音好沉，好闷。恍惚中，那串风铃如花瓣般飘落下来，缓缓地……在我目光的注视中往下飘。就在那一瞬间，那晶莹剔透的碎片摔得满地都是，零落如一季花雨的清泪。 我无语。 那串风铃，碎了——那曾经多么纯洁，多么晶莹的风铃，竟然碎了…… 还能复原吗？我寻思着，也反思着自己当年的教学行为。忽然，一个可怕的念头闪过脑际：会不会是我当年组织的“小小文学社”害了雯？是不是雯当年对文学的偏爱与专注影响了她的“全面发展”？做为雯语文教师兼班主任的我，当年怎么就没考虑过这些？我……也许，我的确算得上是一个虔诚的文学爱好者，很希望为文学草原的郁郁葱葱添几棵小草，增几朵小花。当年，随着我的作品的陆续发表，我的文学狂热很快感染了我的学生们，我和学生们一起蹒跚在文学小径上，买书，看书，写作，乐不知疲。我的书架上经常挤满了“小书虫”，特别是我在学生稚嫩习作上划的一个个红色小圈，就像一个个小发动机，不断催发着动手写作的新苗，“小小文学社”学生的习作纷纷在全国各类报刊杂志亮相。课堂上，我会情不自禁地朗诵我热爱的散文与诗歌，会神采飞扬地介绍我与学生的发表作品，此时的雯会显得异常兴奋，她那双闪着异样光芒的眼睛与她那一首首充满灵性的小诗告诉我，雯已爱上了写作。当时我所在的地区教育局用实验成果研讨会的形式，专题展示了雯的诗歌与我部分学生的习作。在后来的初、高中阶段，雯的写作一直都很优秀，曾多次在全国各级各类作文大赛中获奖。 雯的现状引发了我如风铃般飘散的漫天思绪—— ——我想起了世纪之交我国教育界内外的热门话题——“韩寒现象”。韩寒是首届新概念作文大赛一等奖获得者，他的《书店》、《求医》，还有他一小时内完成的语惊四座的复赛作品《杯中窥人》，无一不显露他文笔的优美，洞察力的敏锐。尔后的长篇小说《三重门》更是让他闻名遐迩。这样难得的人才，最终却未能进入大学校园。 ——我想起了古往今来的一些“专才”。被称为“文化昆虫”的钱钟书先生，当年数学成绩不及格，却被清华大学破格录取。他在中国的文学、文化史是都留下了许多优秀作品，如散文《写在人生边上》，长篇小说《围城》。其诗文评论《谈艺录》融中西学于一体，见解精辟独到。再如，家喻户晓的20世纪最伟大的物理学家爱因斯坦，在理论物理方面没人能及，但他对实验物理却不通。这位“专才中的专才”在20世纪物理学发展史上留下了最光辉的一笔……正是这些“专才”，在他们独特的领域里为人类做出了巨大的贡献。 “韩寒现象”与已被无数事实证明了的“专才”成就，不能不引发我们深沉的思考：我们的大学究竟为社会培养什么样的人才？我以为，“专才”不仅是人才，更是大人才。也许，现代社会是一个尊重人才，尊重“全才”的社会，但同时也应是一个张扬个性的时代，社会在要求“全才”的同时也应注重更不能抛弃有独特才能的“专才”，为什么不能“不拘一格降人才”？果真如此，“发展个性”就不只是一句教育界的流行口号。一些有识之士呼吁，社会要不埋没人才，首先要从改革教育着手；改革教育，要从决定他们命运的“那只看不见的手”开始。“高考这根指挥棒如果不改变，课改将会大打折扣。”目前，我们似乎看到了曙光。 望着破碎的风铃，我收回了飘飞的缕缕思绪，小心翼翼地拾起飘落的风铃碎片，朝雯的住所走去，想跟她说；“这串风铃，还能复原吗？”但我不知道自己是否能有这个勇气去敲开她的门，也不知道是否有勇气打开存封已久的抽屉，拿出我那本已在赠书的扉页上写下名字的已出版的诗文集送给雯？是不是敢于打开锁在记忆中的湿重的文学梦，重新鼓起雯串起风铃的勇气与信心？我茫然、惶然。 真不知何时再能听到那仿佛从遥远的天际飘来的点滴清幽…… |
December 10, 2004
周勇博士对丁钢教授作的专访
教育研究的理论追求
——华东师范大学丁钢教授访谈 特约记者周勇
编者按：教育叙事因对日常教育“真相"的接近。故近年来逐渐受到重视，成为教育理论和实践领域的热门话题。华东师范大学教科院院长丁钢教授从1999年开始酝酿教育叙事试验，并为此筹划《中国教育：研究与评论》辑刊。将关注的目光投向中国基础教育的最深处。聚焦基层教育工作者的教育实践，他的这种努力引起了国内外学者的关注，丹麦学者曹诗弟将这种探索路向称为“从下而上"，也就是“从普通教师、学生及家长的经验与感受出发。为中国教育研究开辟另一条意义丰富的言说道路"。因此，本刊特别约请华东师大课程与教学研究所周勇博士对丁钢教授作了专访，访谈中丁钢教授对教育叙事研究的宗旨与品质以及从事教育叙事研究人员应具备的素质、教师开展叙事研究该如何定位等问题作了精辟的回答，希望这次对话能使广大读者对教育叙事研究有一个更加清晰的认识。
周：最近一段时期以来，教育叙事已经成了教育理论及实践领域的热点话题。在google网站上，输入 “教育叙事"(中文)进行搜索，立即会冒出3万8千多条相关的线索。丁教授，您好像是在1999年开始酝酿教育叙事试验，并为此筹划《中国教育：研究与评论》辑刊，第一个成果便是许美德教授发表的论文《中国现代精神：知名教育家的生活故事》。当时国内教育学界十分热衷于到海德格尔、胡塞尔、狄尔泰等人那里去寻找思考起点，以求勾勒某种更加令人满意的教育理论。另一些人则一面抱怨教育理论与实践之间的分离，一面又苦于拿不出实验性的作品消除这种分离。作为一名教育学者，您在世纪转折之际是否也遭遇过理论困境?您当初是怎样想到以叙事探究方式来接近教育实践的“真相"，期间经历过什么样的转变过程?
丁：的确，“教育叙事"已成了当前的一个热点话题，这既出乎意料之外，却似乎也在理论发展的情理之中。事实上，当初在酝酿教育叙事研究时，根本没有想到这个名词会流行起来。因为那时想的仍然只是自己一直以来都在关心的学术问题。在试验叙事研究之前，我主要是在运用哲学、文化以及社会学的理论方式来研究中国教育的历史与现实，陆续探讨过“中国传统教育思想的多重理路及其相互影响”， “中国文化与教育”以及“中国民间的经济生活与教育”等等。但随着这些课题的依次结束，未来的学术生涯该做点什么，便成了摆在眼前的首要问题。
说实话，我很想有两点改变：一是构思新的研究主题，二是在写作风格上突破常规学术话语。萌发这些想法是因为觉得自己先前所做的研究还远没有把中国教育所包含的丰富意义讲述清楚，尤其是中国教育领域中的各种人物，他们各自有过什么样的喜怒哀乐，基本上还没有涉及。他们和我们一样，都是 “以教育为生"的人，或者都是“被教育缠住"的人。然而有一点，他们同样和我们一样，这就是无论我们和他们曾经有过什么样的经历与感受，都在我们创作的教育研究作品中归于了“沉默”。 比如，我研究过儒家教育思想，用现代哲学思想来分析其中的逻辑与意义。当初我还以为，这样做能够把握儒家教育的意义。可后来和孔子学生写的《论语》比起来，真是觉得味道几无。孔子的学生通过回忆、口述及故事的方式，“研究"了教师孔子的生活与思想。这一事实的确值得玩味，因为我也曾研究过孔子，但结果却是“大相径庭”。 由于这点“理论失落”，我想起了经典作家们写的小说，如果有关教育的学术论文能够回到《论语》的风格，该会是一次学术新生吧。
无论怎样，我的确想在中国教育研究方面做点突破，让教育回归生活本身，呈现自己独特的理论和实践的生命力。为此还和教育科学出版社筹划了一份辑刊《中国教育：研究与评论》。那时候我的学术朋友许美德教授也有同样的想法，而且她还作了一篇《中国知名教育家的生活故事》。就这样，我们开始酝酿起了教育叙事。
可以看出，我在20世纪90年代末期也遭遇过理论困境。只不过，苦衷不一样。当时确实有人希望能在海德格尔等人那里获得启示，也有人在抱怨理论与实践之间的分离。其实教育理论与教育实践之间从未出现过“真正的分离"。相反，理论不停地在以各种各样的方式对实践施加(或试图施加)影响。同样，教育理论与实践之间也根本不存在“绝对意义上的符合"。所以，关键的问题乃是思考自己的教育理论准备与实践(现实)建立起什么样的关系。这个问题当然涉及怎样看待自己的发言角色与理论使命。比如，“解释者”自然以理解实践为重，“旁观者”却可以随便批判实践，而“立法者”又是另外一回事了。
周：酝酿教育叙事之前，您曾研究过福柯、利奥 塔及一些后现代思想。在您酝酿教育叙事的过程中， 这些思想给您提供了什么样的理论启示?
丁：福柯、利奥塔等人的思想确实值得关注。当然，这样说并不意味着可以直接把他们的许多观点比如“知识就是权力”、“现代文化是一个理性压制非理性的冲突结构"等等引入教育研究领域。我之所以关注他们，是因为他们做了一些非常了不起的学术探索。 ’ 尤其是福柯，在他的学术成长过程中，周围的 “经院派”学者都习惯根据萨特的存在主义、马克思的历史唯物主义等“教科书理论”来进行研究，但他不是“经院派”学者。他知道，其实萨特的思想或马克思的理论都是来源于各自的“生活体验"，所以完全可以从自己独特的生活体验出发构思理论，并用它来研究现代文化与社会，表达个人对于现代文化的见解。否则，即使研究了萨特、马克思不曾研究过的现象，但最后自己所做的一切努力只是为别人的思想或理论充当“脚注”而已。
米尔斯大约在1959年也提出，理论研究必须植根于研究者的人生体验，或者说，理论研究的本质其实是个人生活叙事。无论理论文本怎样隐藏作者的 “个体性"，也不管它们使用何种普遍、宏大的抽象主体，比如人类、国家、社会，其所表达的理论实际上都是作者本人的生活感受与诉求，然后强加给所有的人。因此，真的没有必要“隐藏自我”，完全可以大大方方地将理论作品视为“个人故事的学术表达"。 很多学者都会认同米尔斯的分析和呼吁，然而真正能够将个人体验转化成理论著作的人却非常少，包括米尔斯本人似乎也没有写出这种著作。但是，福柯做得非常成功。仔细阅读那本著名的《疯癫与文明》，便不难发现，福柯通过研究“疯人”在不同历史文化语境中的遭遇，十分聪明地表达了自己生活中的压抑与渴望。所以有人(比如樱井哲夫)会把他的理论著作看成个人生活叙事。 实际上，福柯除了表达自己之外，还十分关注其他“无名者的生活”，通过生动描述这些人的“微不足道的生活"，探讨这样一个学术问题，即“在骚乱、噪声与悲哀中，权力对生命的作用，以及从中产生的话语"。
总之，福柯做了许多我感兴趣的事情。虽然我不会接受他的叙事主题，也不会以倍受压抑的心态看待现实，但时常会去体会他做事的过程，即所谓“耐心的劳作”。知道世上有这样一个聪明的人在那里辛勤耕耘、做自己的事：隋时，心里自然会多些动力，这也可以算是一种精神交流吧。
周：从您主编的《中国教育：研究与评论》来看，几乎每一辑都刊有教育叙事作品。无疑，人们可以从这些作品来分析您所提倡的教育叙事到底是怎么一回事。那么，您会如何评价这些教育叙事作品?它们有没有达到您心目中理想的教育叙事的境界?
丁：当初虽然想酝酿教育叙事，但并没有首先写一篇宣言式的论文，交代一下到底什么是教育叙事，然后再推出相应的试验作品。之所以这样，是由教育实践的性质决定的。面对教育领域纷繁复杂的人与事，教育叙事怎么可能只有一副所谓“合格的面孔" 呢?所以不如先叙再说，随着对教育经验的理解不断深入，叙事的质量自然也会逐渐提高。 当然，起码的定位还是很清楚的，这就是去接近中国教育历史与现实中所发生的各种真相。
在中国教育领域，可以看到各式各样的人物、思想与行动，它们交织在一起，构成了等待我们去考察的真实事件，而这些事件的“流动性”及其复杂意义恐怕只有通过叙事的方式才能表达清楚。
自许美德教授的第一篇教育叙事算起，《中国教育：研究与评论》至今已推出了多篇作品。应该说，它们都符合上述那个起码的定位。多位作者在有限的时间里都尽力了，也许他们自己都想重写一篇，因为叙事的境界确实是无限的，即便“格调"高如王国维的“人间词话"，也还是想有所突破。 当然。如果叙事可以达到这样的境界，即不仅在 讲述某个人物的教育生活故事的过程中揭示了一系 列复杂的教育场景与行为关系，而且“照亮’’了某个人物在此教育场景中的“心灵颤动"，可以给读者一 种精神震撼，那么这就是非常好的叙事了。邓金 (Denzin)曾希望社会学家的著作能像福克纳的小说 那样，既可以“让人深刻地思考社会与人性”，又能够成为人们的精神支柱，帮助他们反抗苦难，取得成 功”。我心目中的教育叙事也是如此。
周：有些学者觉得，教育叙事无非就是讲故事， 因此认为，教育叙事可能会破坏教育研究的学术规 范，并降低教育理论的学术水平。但是，从您推出的 那些作品来看，教育叙事不仅在学术规范上十分讲 究——既要深入考察教育经验，又要设计生动精致的叙述框架，而且研究者在叙事的过程中还要体现 出能够从社会学、历史学及文化研究等等角度来理解、表达教育经验的意义，因而是一种非常困难的研究。在您看来。一个人如果要想从事教育叙事研究，必须培养哪些基本素质，才能够做出叙述生动、意义丰富的教育叙事作品?
丁：其实前面已经谈了许多教育叙事的品质，所以即使讲讲故事属于叙事，�