湖北成人教育学院学报
湖北成人教育學院學報
호북성인교육학원학보
HUBEI ADULT EDUCATION INSTITUTE JOURNAL
2014年
5期
31-33
,共3页
教育叙事%教育叙事研究%教师发展%身份认同
教育敘事%教育敘事研究%教師髮展%身份認同
교육서사%교육서사연구%교사발전%신빈인동
Educational Narration%Educational Narrative Research%Teachers’ Development%Identity Recognition
本文一方面通过对教育叙事研究的历时性进行追溯，区分了叙事、教育叙事及教育叙事研究三个概念，并阐述了教育叙事研究是实现教师专业发展的有效方法之一，另一方面认为教师教育叙事的过程可以被看成为身份认同的三个过程：自我呈现、自我理解与反思、自我改变，教师专业的发展贯穿在整个过程中。
本文一方麵通過對教育敘事研究的歷時性進行追溯，區分瞭敘事、教育敘事及教育敘事研究三箇概唸，併闡述瞭教育敘事研究是實現教師專業髮展的有效方法之一，另一方麵認為教師教育敘事的過程可以被看成為身份認同的三箇過程：自我呈現、自我理解與反思、自我改變，教師專業的髮展貫穿在整箇過程中。
본문일방면통과대교육서사연구적력시성진행추소，구분료서사、교육서사급교육서사연구삼개개념，병천술료교육서사연구시실현교사전업발전적유효방법지일，령일방면인위교사교육서사적과정가이피간성위신빈인동적삼개과정：자아정현、자아리해여반사、자아개변，교사전업적발전관천재정개과정중。
The writer makes conceptual distinction of narration, educational narration and educational narrative research through diachronic of educational narrative research and indicates that educational narrative research is one of the effective methods to realize teachers’ career development.On the other side, the paper takes teachers’ educational narration as three steps of identity recognition,which are the self-presentation, self-understanding and refletion, self-modification.these three steps are also the development of teachers’ profession.
