教育叙事研究中的危险及应然理性 ─ 来自康纳利、克莱丁宁和康莉的视角

The “Dangers” and Necessary “Rationality” in Educational Narrative Inquiry：From the perspectives of Clandinin, Connelly and Conle

关于教育叙事研究，自康纳利、克莱丁宁和康莉三位学者在其理论建构和实践探索方面都做出了较大贡献。研析他们的思想有利于我们接近理论的要义。他们不仅致力于挖掘叙事研究的独特价值，而且对于来自其它研究范式的批评，对于叙事研究应用过程中可能的”危险如”好莱坞情节”、故事的”僵化”与”冻结”等保持警醒。体现叙事的本真品质和旨趣，如情境性、时间性、与生活经验的紧密关联等，并对整个研究过程及各环节保持理性，是教育叙事研究者的应然追求。

Clandinin， Connelly and Conle made greater contributions to the theoretical construction and practical exploration of educational narrative inquiry. It is helpful to study their thoughts to approach the key points of theory. They are not only dedicated to finding out the unique value of narrative inquiry， but also keep awake to the criticisms from other research paradigms and the “dangers” in the research process， such as “the Hollywood plot” “hardened “and “frozen” stories. Educational narrative inquirer should pursue the essential qualities and purposes of narrative like contextuality， temporality and the story’s close connection to life experience， and have the rationality in the whole research as well as each section.