| 叙事与教师的理论与实践:布鲁纳文化心理学的启示 |
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| 引用本文： | 常永才,杨小英.叙事与教师的理论与实践:布鲁纳文化心理学的启示[J].湖南师范大学教育科学学报,2012(3):5-10. |
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| 作者姓名： | 常永才 杨小英 |
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| 作者单位： | 中央民族大学教育学院;首都师范大学初等教育学院 |
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| 基金项目： | 国家社会科学基金教育学“十一五”规划青年基金课题“民族地区农村初中生的学习人类学研究”[CMA060256];中央民族大学“985工程”(三期)子项目“跨文化心理学视角的民族教育创新研究”[MUC98507-0503] |
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| 摘 要： | 布鲁纳在基于多学科视野建构文化心理学的过程中,深刻论述了叙事的公共文化性、问题冲突性等特点,论证了教师俗民教育学的意义,尤其是洞见了叙事作为思维模式和一种意义建构工具的人文品质。这对于我们深化有关教师的理论探讨以及帮助教师改进教育实践,都具有重要的价值。看似平凡的叙事,值得在教师教育领域中深入研究。
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| 关 键 词： | 叙事 文化心理学 俗民教育学 叙事思维 教师研究 课堂教学 |
The Narration and the Theoretical Research and Practice of Teachers: from the Perspective of J.Bruner’s Cultural Psychology |
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| CHANG Yong-cai,YANG Xiao-ying.The Narration and the Theoretical Research and Practice of Teachers: from the Perspective of J.Bruner’s Cultural Psychology[J].Journal of Educational Science of Hunan Normal University,2012(3):5-10. |
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| Authors: | CHANG Yong-cai YANG Xiao-ying |
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| Institution: | 1.School of Education,Minzu University of China,Beijing 100081,China; 2.School of Elementary Education,Capital Normal University,Beijing 100048,China) |
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| Abstract: | In the course of the construction of his cultural psychology based upon multidisciplinary perspectives,J.Bruner deeply deals with the characeristics of public culture and trouble-focused centrality of narration,the significance of teachers’folk pedagogy.He offers insightful ideas of narration as human instruments for thought-working and meaning-making,which is of great value to the research on teachers’everyday theories and the improvement of teachers’classroom instruction.The ordinary narrations of teachers really need more further studies. |
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| Keywords: | narration cultural psychology folk pedagogy narrative thinking studies of teachers classroom instruction |
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