This is an article about educational narrative story problem-solving homework, educational narrative story problem-solving homework, educational narrative and case writing. I will ... "Wait. In fact, this kind of psychological description permeates teachers' personal educational ideas and thoughts into a specific educational event, which is manifested by teachers revealing themselves when they "reflect" on a specific educational event.

Many teachers are full of lively educational anecdotes, but when it comes to writing, they don't know where to start. This theme forum specially introduces the content of "case study of educational narrative", hoping to help and inspire everyone to sort out their ideas and write papers. Please read it carefully, then post it and briefly explain your learning experience.

How to write educational narrative cases?

First, the research methods of educational narrative research

There are two main ways of educational narrative research:

One is that the teacher acts as the narrator and the interviewee at the same time. When the narrative content belongs to his own educational practice or the process of solving some educational problems, the narrative research of the teacher becomes "the action research of the teacher's narrative". This method is mainly implemented by teachers themselves, and can also be carried out under the guidance of educational researchers. It tries to reflect and improve teachers' daily life in a narrative way.

The other is that teachers are only narrators and are described by educational researchers. This way is mainly for educational researchers to observe and interview teachers, including teachers' "ideas" (implicit and explicit) or provided texts (such as work logs) as "explanations".

Second, several principles of writing educational narrative cases well

1. The theme is very clear.

A good educational narrative research case should revolve around an interesting topic, should be the reappearance of vivid cases and must have a central topic. Teachers are engaged in education and teaching day after day, year after year, and they have to experience many things that are difficult to count every day. The case of educational narrative research is not a "running account", nor is it a simple record of events for a period of time or a day, which is meaningless and unnecessary. The case of educational narrative research should pay attention to and selectively describe what happened in the educational situation. In teachers' daily education and teaching work, there must be some unforgettable and impressive things, such as excitement, excitement, emotion, surprise, anxiety or regret, and so on. This kind of thing usually manifests itself as a contradiction or a problem. If there are contradictions and problems, they appear for specific reasons. In the face of contradictions and problems, we should have certain coping strategies. If there is a process to solve contradictions and problems, there will be certain results. These are all things of research value, and educational stories should naturally describe these things around these themes. Teachers should pay attention to, understand and analyze the contradictions in the process of education and teaching, find and capture the problems in education and teaching activities, and write their own educational narrative research cases. In a sense, teachers are constantly facing and solving new problems, and are gradually improving and maturing.

2. Correct thinking

Educational narrative research cases should be supported by advanced educational concepts. Teachers are always dominated by certain educational ideas when describing their own educational narrative research cases. Whether they realize it or not, educational narrative research cases always reflect some educational ideas of the narrator. Therefore, teachers should write their own educational narrative research cases under the guidance of correct and advanced educational concepts. Only educational narrative research cases led by correct and advanced educational ideas are meaningful, valuable, helpful and promoting to narrators and readers (listeners). Personal experience, deep feelings, and thus work hard to write educational narrative research cases, with a strong "research." In narration, they show their understanding and opinions extracted from personal practice, which are often more infectious and appealing, more resonant and influenced unconsciously. If the case of educational narrative research is dominated by incorrect educational concepts, it will be a misunderstanding of the author and mislead readers in one way or another. Therefore, we must realize that correct educational ideas and advanced educational concepts ensure the directionality and scientificity of educational narrative research cases; In the process of telling their own educational narrative research cases, teachers will internalize some educational ideas and form corresponding educational beliefs by reviewing, analyzing and thinking about specific and distinctive educational situations.

3. profound significance

The story is required to have "meaning", that is, let the listener understand some "truth" after listening to the story. Meaningful stories always express some kind of "truth" about education or life in a subtle way. There is a "truth" that a story can make the listener "moved" after listening to the story. Whether a story contains a "truth" depends on whether the story can make the listener "moved" and for whom? Moved by what? There are "truth", namely "educational truth" and "educational theory". However, educational narrative research cases cannot directly talk about educational truth or theory, and "truth" is bound to be hidden behind the story. A person who really knows how to reason will never make sense directly. He only talks about "things", so that the "reason" in "things" together constitutes "things". A good educational narrative research case can make readers resonate with the people involved in the story. In the case of educational narrative research, it is very important to describe the unique situation faced by a person or a unit, and readers can often sympathize with the situation reflected in the story. The value of a good educational narrative research case is also reflected in the evaluation of the decisions made. In other words, educational narrative research cases should not only provide topics, but also evaluate previous decisions, so as to provide reference points for new decisions, propose solutions to difficult problems, teach readers certain management skills and teaching skills, or arouse their emotional resonance.

4. The plot is vivid

A good educational narrative research case should tell a story. Like all good stories, a good educational narrative research case must have interesting plots. In order to show the time, place and people of the event according to a certain structure, of course, the narrative and comment on the event is also a necessary part. Storytelling always tells an "event". Any story always means an unexpected thing happened in daily life, an accidental change and an uncertain turning point in daily life. This is a ups and downs of daily life, a ups and downs. It is precisely because of the twists and turns of daily life, ups and downs, falling rocks, and precisely because we use the way of "deep description" to express it, so it is tortuous, euphemistic, beautiful and readable, which makes the story beautiful and readable. A good educational narrative research case should also include materials quoted from the objects reflected in the story. For example, some oral or written, formal or informal materials can be cited to enhance the authenticity of educational narrative research cases and enable readers to explain these materials according to the cited sources.

This image is very touching.

A story can finally be summed up in a declarative sentence: "the agent" (subject) and his behavior or state (predicate), which are the two most basic components in the story syntax. This shows that stories are all about people after all. Without this humanistic meaning, the story is no longer a story. Educational narrative research cases should have "people", and the characters should be vivid, vivid and touching. As a kind of research, teachers' narration of their own educational narrative research cases should not be purely objective narration, and they can't just explain the process of things happening and developing clearly. In other words, it is not enough to "speak with facts", but should also be integrated into the feelings and experiences of the narrator at different stages of the development of things, especially the thinking and reflection brought by this experience and feeling. Integrating thinking and reflection into narrative is a very important way to integrate theory with practice, which makes the experience more thick and rational. For the narrator, the integration of thinking and reflection in the narrative shows that he has a deeper grasp of specific education and teaching issues and has formed a certain regular understanding. For readers or listeners of stories, they can generate associations and inspirations from these reflections and connect with their own similar situations in education and teaching, which may cause readers to compare the thoughts and thoughts of the narrator with their own thoughts and thoughts in similar situations, and form a de facto communication and dialogue with the narrator, thus paying attention to a specific issue and actively participating in the conscious exploration and research of such issues: in narrative, The content of thinking and reflection can be questioning a certain education and teaching phenomenon that everyone is used to, explaining a certain behavior in education and teaching, explaining a certain education and teaching phenomenon, explaining some puzzles in education and teaching, thinking in a certain education situation, and imagining similar things in the future.

Third, some points for attention in writing educational narrative cases

If teachers only stay on the practice template of filling out educational narrative research reports during teacher training, then everyone's narrative reports will become the same "eight-part essay". The tree of life will be evergreen and the sun will be new every day! Every teacher has his own experience. There is no fixed model for writing educational narrative research reports, which should be colorful and diverse in style, inspiring and memorable.

1, pay attention to observation.

(1) Observe the development and changes of teaching scenes.

(2) observe the attitude of the parties.

(3) Observe children's reaction and development.

(4) The observation process can be recorded by technical means (camera, video recorder, computer, etc.). ).

(5) Pay attention to preserving the observed original data.

Step 2 focus on thinking

(1) Educational narrative research is not a simple "mirror image" to record life, but an observation and reflection on life.

(2) A good teaching design is not only a good teaching plan, but an experience gained through reflection on the teaching process.

(3) Thinking is not filling in the template, but the collision of creativity and inspiration.

(4) People who are good at thinking will also find truth from ordinary things around them.

(5) Excellent teachers not only teach people knowledge, but also teach people to think. Therefore, teachers should first form the habit of thinking.

Step 3 be able to ask questions

(1) Clearly study the problem.

(2) Clearly express the problem.

(3) Refine the problem, which is easy to handle and study.

(4) Pay attention to new problems in teaching activities at any time.

(5) ask questions.

4. Pay attention to study

(1) study literature.

(2) Learn from the rich resources on the Internet.

(3) Learn from peers around you.

(4) Learn from the children in the class.

(5) Pay attention to learn from historical experience.

5. Research process

(1) clearly explains the characteristics and research background of the observed object.

(2) Clearly express the research methods and procedures.

(3) Briefly explain the technology and credibility of data collection.

(4) An accurate and vivid description of the scene.

(5) truthfully record the psychological activities at that time.

6. Exchange and discussion

(1) Brainstorming promotes the generation of new ideas.

(2) Online communication to absorb and concentrate the wisdom of more people.

(3) A clear and sufficient explanation of the phenomena and findings.

(4) The conclusion given is appropriate, organized and supported by evidence.

(5) Put forward ideas and suggestions for further research.

In-depth description is often used when writing educational narrative research reports. In-depth description refers to the teacher's detailed introduction to the whole process of the occurrence and solution of educational problems or educational events, paying attention to some meaningful specific details and situations, and introducing some original materials into the report text of narrative research, such as children's works, children's words, a teacher's evaluation of the child and so on. This in-depth description makes the narrative appear authentic and interesting.