本文旨在解析Pinar的自傳式課程研究法。概括而言，自傳式研究法將研究對象界定為能為個體具體感知的教育經驗。就研究程序而言，其強調學生應透過意識的回顧、前瞻、分析、綜合的過程，以對其自身的教育經驗進行自我觀照式的省察，從而更為深入的瞭解自我，並提升行動抉擇能力。早期的自傳式研究法著重於人格的統整。其後，受到後結構主義的影響，Pinar開始質疑本真自我的觀念，並且更為強調自我形成的社會性及歷史性。晚近，Pinar認為透過他者自傳的閱讀，有助於重新理解自我及形成自我，並且得以體認他者亦可能是被構成的，Pinar認為這是一種「間接的自傳」或是「他性的自傳工作」。就Pinar的自傳式課程研究法而言，其特性在於“它是一種意識的形式而非文學的形式；強調個體意識的優先性；獲致的理解是一種特殊的理解；強調研究的動態發展性。

This paper aims to analyze Pinar's autobiographical method. In a nutshell, autobiographical method defines curriculum as educational experience, which can be concretely perceived by individuals. The processes of autobiographical method are regressive, progressive, analytical, and synthetic. Through this process, one can profoundly understand oneself and have an integral personality. But being influenced by poststructuralism from the mid 1980s, Pinar attempted to rethink earlier assumption about autobiographical method. Later, he emphasized more on the sociality and pluralism of self and suggested that one read autobiographies of others to get more self-understanding. Pinar called it "autobiography of indirect" or "autobiographics of alterity". There are some characteristics in Pinar's autobiographical method. First, it is a form of consciousness rather than literature. Second, it gives priority to individual’s consciousness. Third, it emphasizes a special understanding. Last of all, because it highlights dialectical development, the research is an ongoing process.