对我国教育叙事研究的审思

Reflections on the Educational Narrative Inquiry in China

教育叙事研究方式的引进，促进了我国教育研究的发展，同时也出现了一些值得总结审思的问题。教育叙事研究的相关概念存在泛化和滥用的状况；教育叙事研究方式的倡导中，存在”方法中心主义”的倾向；在处理理论与实践、一般与个别、抽象与具体等关系问题上，存在违背辩证法的倾向。坚持以问题为中心的跨学科研究方式，正确评价和定位教育叙事研究方法，有利于实现教育叙事研究的理论诉求，促进我国教育研究健康发展。

The introducing of educational narrative inquiry promotes the development of education research in China；however， at the same time， there are some problems worthy of reflection. Firstly， the conception of educational narrative inquiry is generalized and misused in some conditions；secondly， “method centralism”\rEmerges as a trend in the adoption of education narrative inquiry；thirdly， there is an inclination of contravening Dialectic when dealing with the relationship between theory and practice， general and individual， abstract and concretion. Insisting on the problem─centered interdisciplinary research and evaluating and orientating educational narrative inquiry correctly will be beneficial to the realization of the theoretical pursuit of educational narrative inquiry and promote the sound development of educational research.