摘要
新课程改革力求改变原有课堂教学的弊端,强调知识与能力、过程与方法、情感、态度、价值观的同步发展,以此为出发点,广大教育工作者探索多种教学方法来达到这一目标,笔者也是在此基础上探讨了叙事教学,希望对教育理论及实践工作者都能够有所启发。
本文采用文献法、内容分析法及经验总结法等方法对叙事教学的涵义、功能、模式、叙事要素及现实合理性以综述的方式做了相关介绍,同时,本文也介绍了叙事教学的目的与原则、要素、流程、实现方式及实施条件,其中对叙事教学的流程和实现方式做了重点介绍。叙事教学以其趣味性及有效性能够对教师和学生形成很大的吸引力,它通过故事统领整个教学过程,故事完成的过程就是学生达到教学目标、完成教学任务的过程,改变了以往课堂教学单调、乏味的局面。而且,叙事教学很自然的把学生的自主、合作、探究性学习纳入课堂,发展了学生的交际能力、语言表达能力、创新能力、提出问题和分析、解决问题的能力等符合社会要求的各种能力,这些都与新课程改革和素质教育的要求不谋而合。需要指出的是叙事教学作为一种新的教学方法,有其要遵循的原则和实施条件的限制,而且由于叙事教学的综合性和实践性较强,其要求就比较高,所以广大教师在不断完善自身的同时,也要确保其他条件都能够得到满足,为叙事教学在课堂中顺利进行奠定前提条件。
笔者希望通过本文对叙事教学的研究使国内学者对叙事教学理论有所了解,开阔教学思路,丰富和扩大我国的教学理论。希望实践工作者能把叙事教学应用到课堂教学,改变过于单调、乏味、单纯注重知识的课堂教学现状,使我们的教学适应新课改的需要。同时,提高学生的学习兴趣,增强其自主学习、合作学习和探究学习的能力,加强与实际生活的联系,使学生有能力把所学知识应用到实践中。
The new curriculum reform aims at changing the existing disadvantages of classroom teaching, and emphasizes the simultaneous development of knowledge and ability, process and method, emotion, attitude and values. As a starting point, the educators explore a variety of teaching methods to achieve this goal. On this basis, the author discusses the narrative teaching. Hope that the theory and practice of education can get something from it.
In this paper, the author takes the methods of literature, content analysis and experience summary to describe the meaning, function, model, narrative elements and practical rationality in the way of summary. Meanwhile, the paper also describes the purpose and principles, elements, process, implementation strategy and requirements of narrative teaching. Among them, we focus on the process and implementation strategy. The narrative teaching forms a strong attractive during the teachers and students because of its interesting and effectiveness. It guides the whole teaching process through story. The process of story is equal with the process of achieving the teaching objectives and completing the tasks, changing the situation of monotonous classroom and boring. Moreover, the narrative teaching naturally makes the students' independent, cooperative and inquiry learning into the classroom. In which, it develops the students'various capacity including communication skills, language skills, innovation, presentation and analysis and problem solving ability so as to meet the social requirements. These are the new curriculum reform and quality education requirement coincided. We need be noted that the narrative teaching as a new teaching method, it has to follow some principles and implementation conditions. And because of the strong comprehension and practicality of narrative teaching, it has a higher request. So the teachers constantly improve their own, in the same time, they also ensure that other conditions can be met in order to make the narrative teaching go on smoothly.
The author hopes that the scholars can know some about narrative teaching through this article, open teaching ideas, enrich and expand our teaching theory. Hope that the practical teachers can be applied to narrative teaching in classroom teaching to change the monotonous, simple knowledge-based teaching situation. In that case, our teaching will adapt to the new curriculum. Meanwhile, it can enhance students' learning interests, develop their own learning, cooperative learning and inquiry learning ability, strengthen the links with real life, and give students the ability to put this knowledge into practice.
引文
①钟启泉.现代课程论(新版)(2版)[M].上海：上海教育出版社,2006:489-493
①钟启泉.现代课程论(新版)(2版)[M].上海：上海教育出版社,2006:448
①曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005,(21):94
② Grugeon, E.& Gardner, P(2000). The art of storytelling for teachers and pupils. London:David fulton Publishers
③ Egan, K(1995). Narrative and learning:A voyage of implications. In H. McEwan & Egan, K. Narrative in teaching, learning, and research. NY:Teachers College Press:116-123
④ Paley, V. G(1995). Looking for Magpie:Another Voice in the Classroom. In McEwan, H.& Egan, K. Narrative in teaching, learning, and research. NY:Teachers College Press:91-99
①曾肇文.一种叙事课程的建构与实施——以“生活领域”为例[J].新竹教育大学学报第二十五卷,2008,(1):22
②曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005,(21):80-81
①王林锋.“故事中心”英语教学策略研究[D].重庆：西南大学,2008:3-4
② Story-Centered Curriculum[DB/OL].http://brainnoodles.com/weblog/archive/
2003/04/15/Storycenteredcurriculum.as px,2003-04-15
③王林锋.“故事中心”英语教学策略研究[D].重庆：西南大学,2008:3-4
④高文,王海燕.抛锚式教学模式(一)[J].外国教育资料,1988(3):68-71
⑤王林锋.“故事中心”英语教学策略研究[D].重庆：西南大学,2008:3-4
⑥王林锋.“故事中心”英语教学策略研究[D].重庆:西南大学,2008:3-4
①曾肇文.一种叙事课程的建构与实施——以“生活领域”为例[J].新竹教育大学学报,2008,25(1):23-24
②Lauritzen, C.& Jaeger, M. (1997). Integrating learning through story:The narrative curriculum. NY:Delmar Publishers:19
②张希希.教育叙事研究是什么[J].教育研究,2006(2):55
③刘万海.近二十年来国内外教育叙事研究回溯[J].中国教育学刊,2005(3):9
① Denning, S. (2002). What is a story? What is narrative meaning? Definitions. Retrieved July 6,2004, from http://www.stevendenning.com/What story.html
② Ellyatt, W. (2002). Stories as a way of making sense of the world. Retrieved July 6,2004, from http://www.pathsoflearning/org/library/storytelling/cfm
③邱瑜.教育科研方法的新取向—教育叙事研究[J].教育导刊.2004(Z1):104
④施铁如.后现代思潮与叙事心理学fJ].南京师范大学学报(社科版),2003(2):88-93
⑤王景.教育叙事研究的内涵与特点及局限性[J].继续教育研究,2009(3):114
⑥曾肇文.叙事探究对叙事教学的启示—理念与实例fJ].新竹教育大学学报,2005(21):80
⑦庄明贞.叙事探究及其在课程研究领域之发展[J].教育研究月刊,2005:15
①Webster's Third International Dictionary (1966). Spring field, MA:Merriam Webster
②诺曼·K·邓金.解释性交往行动主义[M].周勇译.重庆：重庆大学出版社,2004:64
③Chatman, S.(1978).Story and discourse:Narrative structure in fiction and film. London:Cornell university press
④徐勤玲.教育叙事研究的理性反思[D].山东师范大学,2007:10-11
⑤曾肇文.一种叙事课程的建构与实施——以“生活领域”为例[J].新竹教育大学学报,2008,25(1):22
⑥曾肇文.一种叙事课程的建构与实施——以“生活领域”为例[J].新竹教育大学学报,2008,25(1):27
⑦曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):80-81
①刘良华.论教育“叙事研究”[J].现代教育论丛,2002(4):52
② Susan E. Butcher(2006). Narrative as a Teaching Strategy. The Journal of Correctional Education 57(3).September:197
③ Susan E. Butcher(2006). Narrative as a Teaching Strategy. The Journal of Correctional Education 57(3).September:201
④ Susan E. Butcher(2006). Narrative as a Teaching Strategy. The Journal of Correctional Educatio 57(3).September:203
⑤ Egan,K.(1986).Teaching as story telling:An alternative approach to teaching and curriculum in the elementary school. Chicago:The university of Chicago press.
① Ganzel, R. (1999) Telling Stories. Retrieved on June 6,2004, from Presentations (May, 1999, www.Presentations.com)
② Livo, N., Rietz, S. (1986). Storytelling:Process and practice. Uttleton, CO:libraries Unlimited, Inc:5
③ Jackson, P.W.(1995).On the place of narrative in teaching. In McEwan,H.&Egan,K.(eds).Narrative in teaching, learning and research.NY:Teachers college press:3-23
④Grugeon, E.& Gardner, P. (2000). The art of storytelling for teachers and pupils. London:David fulton publishers:1-2
⑤ Jackson, P.W.(1995).On the place of narrative in teaching. In McEwan,H.&Egan,K.(eds).Narrative in teaching, learning and research.NY:Teachers college press:3-23
① Lauritzen, C.& Jaeger, M. (1997). Integrating learning through story:The narrative curriculum. NY:Delmar Publishers:115-120
② Egan,K.(1986).Teaching as story telling:An alternative approach to teaching and curriculum in the elementary school. Chicago:The university of Chicago press.
③ Paley, V. G. (1993). You can't say you can't play. Cambridge, MA:Harvard University Pr
④ Jackson, P.W.(1995).On the place of narrative in teaching. In McEwan,H.&Egan,K.(eds).Narrative in teaching, learning and research.NY:Teachers college press:3-23
⑤ Grugeon, E.& Gardner, P. (2000). The art of storytelling for teachers and pupils. London:David fulton publishers.
⑥曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):81-93
① Egan,K.(1986).Teaching as story telling:An alternative approach to teaching and curriculum in the elementary school. Chicago:The university of Chicago press.
① Lauritzen, C.& Jaeger, M. (1997). Integrating learning through story:The narrative curriculum. NY:Delmar Publishers:129-154
① Bernard R. Robin (2008).Digital Storytelling:A Powerful Technology Tool for the 21st Century Classroom [J]. Theory Into Practice,47(3):223
② Peterson,C.& McCabe,A.(1983).Del veopmental psycholinguistics:Three ways of looking at a child's narrative. New York:Plenum Press
② Mary F.Lenox (2000). Storytelling for Young Children in a Multicultural World. Early Childhood Education Journal, Vol.28, No.2:98-99
③ Klaus Fog, Christian Budtz,& Baris Yakaboylu (2003). Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur:32-44
①Chatman, S.(1978).Story and discourse:Narrative structure in fiction and film. London:Cornell university press
①毛新勇.建构主义学习的质量控制与评价[J].教育发展研究.1999(3):43-47
①李吉林.李吉林小学语文“情境教学——情境教育”[M].济南：山东教育出版社,2000:13-14
①王林锋.“故事中心”英语教学策略研究[D].重庆：西南大学,2008:15
①Conquergood, D(1993). Storied worlds and the work of teaching. Communication Education:42,337-348
②曾肇文.一种叙事课程的建构与实施——以“生活领域”为例[J].新竹教育大学学报第二十五卷,2008(1):47
①曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):81
② Paley, V.G. (1995). Looking for Magpie:Another Voice in the Classroom. In McEwan, H. NY:Teachers College Press.
②曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):81
① Klaus Fog, Christian Budtz,& Baris Yakaboylu. Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur.2003:32
① Klaus Fog, Christian Budtz,& Baris Yakaboylu. Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur.2003:32-33
② Klaus Fog, Christian Budtz,& Baris Yakaboylu. Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur.2003:32-35
① Klaus Fog, Christian Budtz,& Baris Yakaboylu(2003). Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur:35-36
② Klaus Fog, Christian Budtz,& Baris Yakaboylu(2003). Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur:42
③ Klaus Fog, Christian Budtz,& Baris Yakaboylu(2003). Storytelling-Branding in Practice. Original Danish edition published by Samfundslitteratur:44
①曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):84
①束定芳.外语教学改革：问题与对策[M].上海：上海外语教育出版社,2004:205
①吴本虎.英语教学中研究性学习的性质及其任务设计[J].中小学外语教学,2004(10):1—4
①曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):93-94
①曾肇文.叙事探究对叙事教学的启示——理念与实例[J].新竹教育大学学报,2005(21):82-83
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