教育叙事研究的研究

近几年叙事研究在我国教育研究领域兴起 ,引起了学者们的关注。学者们主要从教育叙事研究兴起的背景、叙事及叙事研究的内涵、叙事研究的理论基础、叙事研究的特点、叙事研究的分类、叙事研究的过程、叙事研究的反思等方面进行了研究。     

Exploring neglected narratives: understanding vulnerability in narrative inquiry

Framed by a question around vulnerability in narrative inquiries, we show the multiple ways that vulnerability is evident in narrative inquiry. We take up the concerns around vulnerability to show how, as narrative inquirers, we are searching to find ways to think with vulnerability and with what others have called neglected narratives. Drawing on one study with Aboriginal youth and their families, we make visible how questions of vulnerability need to be considered in framing of research puzzles, selecting participants, and moving from field to field texts to interim and final research texts. In composing final research texts, we struggled with the notions of vulnerability that are placed on Aboriginal youth by labels and single stories. These assigned vulnerabilities lead to interpretations that could create experiences of judgment. We returned again to the importance of making experiences visible, in order to shift understandings of who Aboriginal youth are, and are becoming, in a complex world that will not write over or ‘erase their Indianness’ nor their or our vulnerabilities. We showed the ways questions of vulnerability are inextricably interwoven into narrative inquiry.     

The necessity of historical inquiry in educational research: the case of religious education

This article explores the mixed fortunes of historical inquiry as a method in educational studies and exposes evidence for the neglect of this method in religious education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including religious education, and can illuminate important longer‐term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of religious education because such historiography is too generalised and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific example of the way in which a historical approach may be fruitfully applied to a particular contemporary debate concerning the nature and purpose of religious education.     

Educational trust: relational and structural perspectives on young people on the margins of the education system

Background: Across Europe and the Nordic countries, it is widely agreed that the high proportion of 15–30-year olds not in employment, education or training is a challenge, which needs to be tackled by focusing on education. The political and institutional focus is on individual training readiness, individual qualification processes, individual building of confidence in oneself and so forth, culminating in an overall individual perspective.

Purpose: The study argues for a shift in focus away from an individual perspective on young people on the margins of education and towards a relational perspective that takes the social environment and the education system into account.

Sample: Respondents were 20 young people aged 17–24 who were participating in a specific project in a provincial town in Denmark, the aim of which was to encourage the youths to re-enter education.

Design and methods: Qualitative data were collected through: (1) 40 semi-structured qualitative interviews with 11 young people on the margins of the education system, and (2) observations of 11 respondents’ participation in educational activity. The analysis was based on relational and social constructionist theories.

Findings: The analysis of data from this small-scale study provides evidence to suggest that a shift in the current focus on the individual young person on the margins of education is needed. The concept of ‘educational trust’ is introduced as a supplement to the individual concept of self-confidence in order to capture the socially constructed aspects of the young adult’s participation in education.

Conclusions: We identify three overall components of educational trust: (1) social security and recognition, (2) flexibility in structures and (3) progression in skills. The concept of educational trust, it is suggested, creates a shift in focus from the individual young person to the role and function of the education system in aiming to reach the target of more young people completing education.     

Young people’s relationship to education: the case of Greek youth

The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society.     

“朦胧后”诗派的诗歌语言考察

“朦胧后”诗派诗人们有很自觉的诗歌语言意识，他们的诗歌创作实验展示了雅克布森所说的诗性语言的功能，他们的探索是对艺术语言表现能力的探索，但其创作实验在语言方面也存在三个谬误：1、能指泛化，2、语言粗鄙，3、残缺，扭曲，滥用空白等极端行为。这导致了人们对这个诗派存在价值的怀疑，尽管这批诗人们时时有独到的创新。     

Social enterprise,education and work: entrepreneurialism on the margins

ABSTRACT

This paper examines the rise of social enterprise in relation (and in response) to the contemporary nexus between education and work. Contextualising social enterprise within the broader trend toward private influences in education, the paper explores how diffuse networks driven by both market ideals and a social conscience are shaping new sites of education and work on the margins. Drawing on in-depth research undertaken on the experiences of homeless street press sellers of the social enterprise The Big Issue, I bring focused attention to the lived experience of these transformations in policy and practice. The analysis reveals how entrepreneurialism intersects with precarious poverty to frame sellers’ cultivation of their skills and techniques as enterprising workers on the margins.     

Collaborative knowledge-making in the everyday practice of youth suicide prevention education

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.     

诗语及其语音视角

诗语是文学潜能的集中释放。由语音组成的诗行音响结构同逻辑意义融合,使词语成为被一定情绪音调渲染的声音合成物,不但促成了诗行语言艺术的音响化和音乐美,同时也使自身变成了一定信息的载体。这便使诗行结构成为一种时空综合体,形成"音-义-情"三个艺术世界,从而为语音充分展示和发挥自己的诗性功能开辟了广阔的空间。     

Classroom teacher effectiveness research and inquiry,and its relevance to the development of public education policy: an Australian context

This paper has as its focus an analysis of the question and problem of classroom teacher effectiveness research and inquiry. It presents an examination of what counts as valid and worthwhile research in classroom teacher effectiveness studies for the development of education policy within an Australian context, the State of Victoria. The Government’s Blueprint, the major education policy document of the Victorian State Labour Government, outlines its educational approach. Important and core features of government direction for education policy include a focus on social and economic disadvantage. A priority for the Victorian State Labour Government is tangible and measurable improvement in the performance of the public education system. A particular concern is the problem of academic underperformance within public schools, particularly those designated as low-performing and situated in socially and economically disadvantaged communities. Building the capacity of the State’s teacher workforce forms a key component of the Blueprint, and State Government direction in public education. The paper utilises a qualitative theoretical framework. Eight education policy actor/participants were interviewed and their responses analysed using a critical discourse approach. The main findings indicate that education policy actors advocate a strong belief in particular forms of evidence-based research for the development of education policy in the area of classroom teacher effectiveness.     

简论《水经注》的诗性叙事

《水经注》是郦道元实地考察、广搜博闻的心血结晶,作者以饱满的热情、浑厚的文笔,形象、生动地描述了祖国的壮丽山川,因此《水经注》在叙事上体现出明显的诗性特征。诗性特征是指在客观记述山川物理、风土人情的同时,以优美精到的文字传达出一种情怀之美,在描山绘水的同时有一种超越客观的人文情怀。读者在阅读山川物理的同时,能够唤起多层次的审美愉悦和审美联想。具体表现为:一是写景状物中饱含感情,蕴蓄诗情;二是采用骈散结合的叙述方式,讲究节奏韵律及音调和谐;三是融情入景、情景交融的诗歌意境;四是引用民歌民谣增添诗意氛围。     

对课程叙事研究特点的解读

课程叙事研究是研究者以讲故事的形式述说自己或别人经历过的课程事件并诠释其中的意义。它关注真实、复杂课程情境中的特定问题,重视课程事件的丰富性、形象性、复杂性和多样性,因此以质的研究为方法论。课程叙事研究所揭示的意义是研究者通过对自己的课程生活实践仔细的审视、分析而得出的,审视和分析的过程即反思的过程。     

从建国初期的青年工作看习近平新时代青年培养观

习近平新时代青年培养观与建国初期中共青年培养思想及青年培养工作的历史实践一脉相承,两者有着清晰的历史逻辑关系,后者为前者奠定了理论和历史基础。系统地梳理和总结建国初期我们党领导青年培养工作的历史实践及基本经验,对于我们用历史思维深刻理解习近平关于新时代青年培养的相关论述,进一步做好培育时代新人的工作大有裨益。     

教育政策创新模式研究:创新路径的视角

基于创新路径的视角,教育政策创新分为教育政策调整、教育政策终结和教育政策移植三种模式。当前,我国教育政策创新模式存在部分教育政策前瞻性不够、教育政策终结不及时以及教育政策移植重移轻植等问题。推进我国教育政策创新,需要及时调整教育政策,及时终结该废止的教育政策,重视教育政策移植环境的培育。     

浅析《论语》的诗性美

《论语》是以说理为主的语录体散文,但由于孔子及其弟子强烈的情感灌注,使《论语》蕴含着浓郁的诗情美。而多种诗歌手法的运用,又使《论语》的语言具有如诗般的整饬美、音乐美、雕塑美。这些诗性美的产生无疑与孔子的艺术修养、诗人气质有关。研究《论语》的诗性美,有助于我们重新评估《论语》的诗学价值。     

The role of the narrator in narrative inquiry in education: construction and co-construction in two case studies

This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple identities which are influenced by a variety of cultural and sub-cultural contexts which the participants inhabit to varying degrees. In the first case study, the researcher is the narrator; in the second, it is the research participants. The paper uses the two case studies to discuss three challenging areas in narrative research: participant voice, contextual complexities and researcher positionality and how the researcher responds to these challenges through construction and co-construction of the narratives. The authors share their strategies for addressing these three challenges in relation to the role of the narrator.     

九十年代东坡词研究述论

本世纪九十年代 ,是东坡词研究的辉煌时期 ,其中“以诗为词”、“豪放”词风词派、东坡词学观三大问题的研究取得了极为显著的成果。九十年代东坡词研究呈现出研究方法多元化且趋合理求实、研究广度和深度空前拓展、总体趋向“边缘化”、“世俗化”等特点 ,但也存在着以诗论词、看重评价性研究、轻视认知性研究的不足。     

略论元杂剧文体的诗化特征

本文认为,从元杂剧文体内在构成看,无论是偏于抒情性还是偏于戏剧性的作品,都具有强烈的抒情效果,体现了一种以情为旨归的诗化情趣.这种优美"剧诗"的特征乃是元人观念中普遍存在的以曲为本位的倾向所决定的.由于秉承诗性传统,追求诗化情趣,形成了元杂剧独特的文体特征.     

论鲁迅杂文的诗性品格

＂诗性＂具深浅两层涵义：浅层指艺术作品的抒情性、形象性、节奏性;深层则指的是文章之魂,是作品的精神底蕴,一种含有诗化哲学意味的整体气氛。在＂匕首投枪＂的外貌下,鲁迅杂文实则包藏的是一种独特的生命形式,一种深层的诗性,即＂诗性品格＂。它是由浓烈的诗性精神、诗性情感与发达的诗性思维共同熔铸而成的。独立不倚、大爱无伪、天马行空是鲁迅杂文的诗性精神的最主要的3个方面;而诗性情感和诗性思维,则是鲁迅杂文诗性创造过程中最重要的两大基本要素。     

探究学习模式在中学体育教学中的应用研究

2001年,我国正式启动了以《基础教育课程改革纲要（试行）》为标志的新一轮基础教育课程改革。大力提倡培养学生的独立性和自主性,引导学生质疑、调查、探究。探究学习模式成为我国新一轮基础教育课程改革的重点之一。本文首先阐述了在中学体育课学习中采用探究学习模式的意义。其次,从让学生真正成为学习的主体,让学生在创造性活动中学习,加强中学体育教师素质培养等方面,对如何在中学体育教学中应用探究学习模式提出了自己的建议和看法,具有一定的参考价值。