If a teacher just writes down "teaching" and collects "learning" mechanically, it can only be the accumulation of materials and the listing of theories, and at best it can only be regarded as a "narrative" story. If you don't think for yourself, "learning without thinking is useless", it is of little value, and of course it can't be called educational scientific research achievements. Some scholars say: "A teacher who has carefully written a lesson plan all his life may still be a teacher. If he writes five years of teaching reflection, he may become an expert teacher. " Therefore, "teaching writing", "teaching" and "learning" in educational research in primary and secondary schools are the basic work, and the core is "writing", which refers to writing about teaching and feeling after reading. The degree of feeling depends on the depth of thinking, which also determines the level of education and scientific research.
After all, "teaching and writing" and "learning and writing" are two different things, and thinking can play a bridge role. Teachers can combine these two things with their own experience and understanding. When writing "feelings after teaching", we can jump out of the completely realistic mode by connecting with the theory of learning; When writing "thoughts after reading", we can avoid the red tape of writing air-to-air. In this way, through thinking, teaching and learning are combined to form their own views and ideas. For example, Suhomlinski, who is good at writing educational notes, became a world-famous educator not because he wrote many educational notes, but because his educational notes contained many thoughts and profound insights. Such famous educational sayings as "Let children walk with their heads up", "Measure students with multiple rulers" and "Children's wisdom lies in their fingers" all shine with his rational light on teaching and learning.
When a teacher thinks his teaching method is "outdated" and intends to change it, can the teacher really realize this change? Can teachers change their teaching practice when operating and applying according to experts' suggestions or some teaching theories? When teachers intend to seek the change of teaching methods through "research" and "reflection", but teachers often don't know where to start, the once popular fashionable slogans such as "research schools" and "teachers become researchers" become a problem worth discussing. Narrative research is an alternative after the pursuit of fashionable slogans such as "research school" and "teachers become researchers"
In the past, the commonly used method in educational research was "educational experiment". "Educational experiment method" is indeed a valuable educational research method, but for primary and secondary school teachers, this method does not seem to be "enough". The basic feature of "educational experimental method" is to emphasize research strategies such as "control" and "hypothesis", but in fact, primary and secondary school teachers often have neither "control" nor "hypothesis" when they claim to have used educational experimental methods, which makes "educational experimental method" appear to be unworthy of the name.
The narrator in "narrative research" can be a primary and secondary school teacher or an off-campus researcher. Primary and secondary school teachers are both "narrators" and "narrated". When the narrative content involves their own educational practice and the process of solving some educational problems, the teacher's "narrative research" becomes the teacher's "action research".
In this way, "narrative education action research"; Mainly the research methods carried out by primary and secondary school teachers themselves, or the research methods used by primary and secondary school teachers under the guidance of off-campus researchers; In narrative research, everyone expresses the significance and value of educational research in his own way.
The basic pursuit of narrative research is that teachers "narrate" and "improve" their daily educational life. In other words, the basic ideal of narrative research is to "reflect and change teachers' daily life in a narrative way".
In previous studies, many teachers have become accustomed to writing "educational papers" or "summing up experiences". However, I always feel that these "educational papers" and "experience summaries" are too "grand" and often appear "big and comprehensive". In an accidental conversation, we suggested that the teacher "tell" how he met this educational problem; How did the teacher find a way to solve this educational problem after it happened? Is there another educational event in the process of solving this problem? Are there any details worth talking about? Teachers seem to be happy to accept this "narrative" way, which makes us a little surprised. When we found that the educational stories they told were often true and touching, we began to suggest that teachers consciously collect and sort out educational stories. Our basic assumption is that teachers do research to "tell educational stories". On the other hand, teachers do research instead of "writing educational papers" by quoting classics.
Telling educational stories requires teachers to solve their own teaching problems in a reasonable and effective way, and then "describe" how they encountered this problem and how to solve the whole teaching process. The article formed after "narrative" is "educational narrative", not "educational thesis". This kind of educational narrative can arouse readers' "resonance" more than the traditional educational "thesis", thus reflecting its research value.
Its fundamental purpose is to "reflect" on their classroom teaching by teachers "writing" their own educational stories. Because the teacher's "reflection" always reflects his own teaching behavior from the perspective of a certain teaching concept, the teacher's personalized teaching theory and teaching behavior will be transformed through this "reflection".
It can be seen that teachers' "writing" educational events is actually to transform teachers or promote "school topics" from teaching events, aiming at fulfilling the basic spirit of narrative research, especially narrative action research.