First, tell your own story.
Educational narrative research is a unique and qualitative research form. One of its essential characteristics is to pay attention to individuals. "By collecting stories, we can build field text data, report personal life experiences and explore the significance of these experiences to this particular individual." [2] In the process of educational narrative research, researchers should first describe the individual life of the research participants, collect and describe the individual life stories of the research participants, and write narrative stories according to the personal life experiences of the research participants. When researchers and research participants are individuals, researchers should first tell their own stories.
Liu Jianhua, a primary school teacher, once made up a story about Buddha Sakyamuni's suggestion to give students a gift in response to the phenomenon of swearing in his class. Later, the students dubbed the phenomenon of swearing as "gift giving", which effectively curbed the phenomenon of swearing. Liu Jianhua's story "Gift Giving" was published in Inner Mongolia Education magazine after finishing and refining. Therefore, he collected and recorded all kinds of real and vivid educational events and thought-provoking touching stories that happened in his own education and teaching, and at the same time wrote his inner experiences, feelings, understandings and sentiments into a group of educational stories, including "There is a kind of love called touching", "Education should make students enjoy happiness" and "Effective Generation". And formed some instructive conclusions, such as "teachers should let students enjoy real humanistic care when they are moved", "our teachers are happy when our education makes students enjoy happiness" and "effective generation can promote effective learning" [3].
Shu Xiaoyang, a young teacher of RTVU, is quite puzzled in teaching, including "What role should teachers play in the special teaching form of open education, supplemented by face-to-face teaching and dominated by online autonomous learning?" Is it' preaching, teaching, and dispelling doubts', playing the role of knowledge transmitter and publisher? Or the instructor, guide or even partner of students' learning? How should teachers and students adapt to this teaching mode? Therefore, she "takes herself as a prototype", records and describes the stories of her finding and solving problems in teaching through lectures, interviews, chats, writing teaching logs and reading students' online messages, and then analyzes how she gradually grows into a reflective teacher to enlighten the general way of teachers' professional growth [4].
Researchers usually tell their stories in the first person. For example, the lead of several educational stories narrated by Liu Jianhua is: "One day at noon, as soon as I entered the classroom, Xiaoxu ran over and said ..."; "In class, in order to give Xiaoxu a chance to exercise, I asked him to stand up and read a passage ..."; "I can't help secretly being proud of the wonderful teaching presupposition and generation when I look at the faces that smile because of intoxication, or the faces that turn red because of arguments ..."; "When teaching the first paragraph of the beacon tower of Lugouqiao, I guide students to grasp the' throat' to understand and appreciate the strategic position of Lugouqiao ..." [3]. In the teaching diary, Shu Xiaoyang mainly records his educational events through self-questioning and self-answering dialogues, such as "Q: How did you attend classes before? Answer: Pay more attention to guiding students and attract students' attention through guiding questions ... "[4]. Although on the surface, these" questions "and" answers "have no subjects, in fact, they are all" I ".
Second, write other people's stories.
Educational narrative research is different from research based on objectivism, which seeks universal conclusions. Mainly refers to the researcher's "explanatory understanding" or "comprehension" of the researcher's personal experience and significance, or the researcher explains the researcher's life story and significance through his own personal experience [5]. Therefore, researchers and research participants in educational narrative research are often not the same person, so narrative comes more from researchers' writing of researchers' lives or educational stories. The story of a researcher can be an object or a group of objects.
At the end of 20001,when Xu Liling, a graduate student from the School of Education Science of Guangxi Normal University, was preparing to participate in the Tenth Five-Year Plan "Case Study on Excellent Teachers' Teaching Style", she came into contact with Liu Min, a 28-year-old excellent female teacher in a primary school in Guangxi. At this moment, her eyes shine. "This is a good opportunity. We can study the cases of excellent teachers and see how they are different from other teachers. In the process of research, she combed out Liu Min's career story and life story through interviews with Liu Min, field observation and collection of objects, and drew the relevant conclusions that "excellent teachers' teaching ideas and teaching styles were not formed overnight, but gradually developed and accumulated" [6].
Teachers' personal education view is a personal education view formed by teachers in a certain historical and cultural background, based on their subjective understanding of the characteristics of students' development and the laws of educational activities in their daily life, educational teaching practice and professional theoretical study, which mainly includes education view, children's view, teachers' view, teachers' view and self-efficacy sense. Teachers' professional growth is mainly manifested in the change of teachers' concepts and the improvement of educational behavior. Therefore, exploring the formation of teachers' personal education concept is conducive to understanding the factors that promote teachers' professional growth. However, the concept of personal education has the characteristics of personalization and invisibility. To study it, we must review the rich life world and unique living situation of the parties, and describe and analyze it in detail. Therefore, the author discusses the influencing factors of the formation of teachers' personal educational concept by using educational narrative research. At that time, Zhang, Yu and Fei were taken as the research objects, and on the basis of necessary interviews with them, the general law of the formation of teachers' personal education view was summarized [7].
Stories written by researchers can be described in the tone of researchers, such as "Liu Min was born in a happy family, and her parents have always given her selfless love and strong support. Liu Min's grandmother is an ancient prose teacher, so she memorized Tang poems, Song ci poems and Chairman Mao's poems under the guidance of her grandmother since childhood, laying a good foundation for ancient prose ... Because she grew up with her grandmother in the staff dormitory, Liu Min has an instinctive interest in the profession of teachers ... Being a teacher is her stable ideal since childhood. " [6] It can also be described in a researcher's tone, such as "In the fourth year of work, I was fortunate enough to bring a senior teacher's class, and her teaching ability is well-known. I have observed the various teaching activities of this class teacher for one year. This kind of experience is very helpful for career promotion. Looking for advice while observing, my growth in one year has surpassed the confusion of the past three years. " [7] It is worth noting that if the researcher is not a public figure, or some stories are inconvenient to reveal the identity of the parties, the ethics of the research should be followed and the real names of the relevant personnel should be hidden. As mentioned above, Zhang, Yu and Fei are pseudonyms, and their identities are not fully disclosed.
Third, delete stories in literature.
Because educational narrative research belongs to qualitative research, qualitative research materials can include field records, interview records, official documents, private documents, memos, photos, charts, audio tapes, video tapes and so on. Therefore, in educational narrative research, in addition to telling one's own stories and writing others' stories, we can also make use of the stories that have been told by others, that is, other people's self-reported or autobiographical materials. Moreover, the stories in the literature can be appropriately deleted according to the needs of research, but they can't be taken out of context, let alone go against the original intention. Stories in newspaper clippings can also be an object or a group of objects.
Teacher Li Jilin, a Chinese teacher in the Second Affiliated Primary School of Nantong Normal University, was named "Person of the Year in China Education" for her achievements in the pioneering research of situational education. Teacher Li Jilin 1956 graduated from normal school and held the post of primary education for more than 50 years. Through unremitting efforts, this primary school teacher "My university is in primary school" and "Primary school has become my university" has finally grown into a "children's education expert and educator" and even an "educator who grew up from a primary school teacher". Although Li Jilin's professional level is beyond the reach of many teachers, her successful experience has many beneficial inspirations for teachers' professional development. Therefore, on the basis of studying relevant literature, some researchers have analyzed the footprint of teachers' professional development in Li Jilin, namely, "professional emotion is the internal driving force of teachers' professional development, life situation is the precious wealth of teachers' professional development, key events are the leap opportunity of teachers' professional development, practical reflection is the basic law of teachers' professional development, and lifelong learning is the source of teachers' professional development" [8].
Some people think that the professional growth of excellent teachers is "self-cultivation" and "self-development", which casts a mysterious color on the professional growth of teachers. In order to eliminate teachers' mysterious understanding of the professional growth process and help education administrative departments and schools to formulate effective teacher training measures, some researchers take Chinese teaching in primary schools in 2009 as an example. Taking the 12 issue of People magazine as an example, this paper analyzes their self-reports on the road to growth and reveals the motivation of excellent teachers' professional growth. The results show that there are both external and internal factors that affect the professional growth of excellent teachers, among which "important others", "key events", "institutional culture" and "self-reflection" are the important driving forces for teachers' professional growth; In different periods of teachers' professional growth, external factors and internal factors play different roles. The more important external conditions are in the early stage of career growth, the greater the role of individual self-realization in the later stage [9].
Literature-oriented research method is called content analysis method in educational science research. The above two kinds of research are based on educational stories in literature, so they can also be called educational narrative research. For example, in order to explain that "the key event is a leap opportunity for teachers' professional development", the researcher selected three stories from the literature that played a key role in the firm exploration of situational education in Li Jilin [8]; Another example is "Chinese Teaching in Primary Schools" in 2009? People take the example to explore the motivation of excellent teachers' professional growth, and the researcher chooses the 16 self-report of 12 excellent teachers as the evidence of relevant conclusions [9]. It is also a study of "factors influencing the growth of excellent teachers". Some researchers take the life experiences written by 36 special-grade teachers in the column "Life of Famous Teachers" of People's Education magazine from 2003 to 2005 as samples, and make a quantitative description and analysis of personal background factors, factors affecting excellent teachers' career choice and success, and key events affecting their growth [10]. The research process quantifies the self-reports of excellent teachers, and the whole analysis does not involve any specific stories, so this research only belongs to content analysis and cannot be called educational narrative research. In addition, when presenting the stories in the cut literature, you can also use the researcher's tone or the researcher's tone, but it is generally appropriate to keep the narrative angle in the literature.
refer to
Feng Chenyu, He. A review of educational narrative research. Shanghai Education Research, 2004 (7).
[2] Zhang Xixi. What is educational narrative research? Educational Research, 2006 (2).
[3] Liu Jianhua. My educational story. China Education News, 2006 (12).
[4] Shu Xiaoyang Pursuing the growth of reflective teachers ―― A qualitative case study. Journal of Distance Education, 2007 (1).
[5] Jing Wong. "Cold Thinking" of Educational Narrative Research, Contemporary Educational Science, 20 10 (9).
[6] Xu Liling. Narrative research on the characteristics of an excellent female teacher. Jiangxi Education and Research, 2003 (8).
[7] Peng Yun. A case narrative study on the formation of kindergarten teachers' personal education view. Early childhood education, 2009 (27).
[8] May Xia Yun. Li Jilin's enlightenment to teachers' professional development. China Education News, 20 10 (9).
[9] May Xia Yun. The Motive Force of Excellent Teachers' Professional Growth ―― Based on Chinese Teaching in Primary Schools in 2009? Character content analysis. Educational Theory and Practice, 20 10 (26).
[10] Hu dingrong. Factors affecting the growth of excellent teachers ―― A sample analysis of the life experiences of super-class teachers. Research on Teacher Education, 2006 (4).
(Editor Andy)