Experience without reflection is narrow and can only become superficial knowledge education. Narrative research is not simply a mirror image of life, but an observation and reflection on life.
Teacher growth formula Experience+Reflection = Growth The so-called reflective educational practice is the process of satisfying, thinking and evaluating the past educational experience under the guidance of certain educational theories. It is a reflection on past experience and the basis for making new plans and actions. It takes its own educational process as the object, examines and analyzes its own behavior and results, so as to improve its educational practice and make it more reasonable. The starting point of teachers' professionalization lies in their willingness to think about problems and try to put forward improvement plans.
The general thinking mode of reflection A. What behaviors have I changed? What impact did the new behavior have? What is the essential difference between new behavior and old behavior? What can be learned from new behaviors? B, what problems have I encountered? How did the problem happen? How can I solve this problem? What happened in the process of solving that impressed you particularly or unexpectedly? In what way was it finally solved? Why should we solve this problem like this? What is the reason or principle?
Pay attention to core events, sudden conflicts and keep asking questions.
Fourthly, the basic process of educational narrative research.
Educational narrative is a kind of research, not a simple memo. The story is only the material accumulated in the whole research process. Only by discovering problems, paying constant attention to them and trying to solve them is research. Three stages:
The first stage: the planning stage of narrative research.
The second stage: the unfolding stage of narrative research.
The third stage: the summary of the basic process of narrative research;
Determine the problem, form the theme-conceive and form the hypothesis-carry out the plan, write the narrative-sort out the material and refine the experience.
(A) the classification of educational narrative research 1, teaching narrative 2, life narrative 3, autobiographical narrative
(2) Two forms: writing your own story about others; (3) Several sources of educational narrative 1; educational and teaching attempts (planned research activities); educational and research activities organized by schools or going out to attend lectures; educational and teaching emergencies; case studies (follow-up); educational and teaching success or failure cases; and other people's educational and teaching behaviors.
(4) Basic characteristics of educational narrative 1. Narration is a story and an example. It can be a fragment of the whole event, but the fragment description should be complete. 2. The narrative should have a complete plot from beginning to end, highlighting the dramatic conflict. Not a running account. 3. The narrative should be concrete and vivid, and the writing should be fresh and beautiful. It should not be a general description of activities, nor should it be an abstract explanation. 4. To reveal the inner world of the characters in the story, we can do psychological and technical analysis. If there is a problem, it is meaningless to simply record the whole day's events. It should be a problem in education and teaching activities. Such as meaningful teaching problems, teaching conflicts, feelings after success and regrets after failure. 6. reflect. It is not enough to speak only with facts. We should combine our feelings and experiences at different stages of the event, especially the thinking and reflection brought by this experience, which is rational. 7, theme, authenticity, personalization 8, readability.
(5) The writing points of educational narrative (1) should have a theme. The "theme" of narrative comes from one or several teaching events, instead of taking a theoretical problem as a "hat" and then choosing several teaching cases as examples. (2) The report on the formation of educational narrative is "educational narrative" rather than "educational thesis". This kind of educational narrative can resonate with readers more than traditional educational papers, thus reflecting its research value. (3) Narrative research reports are mainly based on "narration", but they are all written on the basis of their own "reflection". It can truly and deeply reflect the whole process of research and the author's thinking. (4) Educational narrative research is not simply recording life, but observing and thinking about life.